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11
$POUFOUT $POUFOUT
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decimals 'SBDUJPOT BOE .JYFE Numbers 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOT‰1BSU PG B 8IPMF . . . . . . . . . . . . . . . . . . . . . . . . . .BUI T /FX .FUIPET 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOT‰1BSU PG B 4FU . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8IBU 1BSFOUT /FFE UP ,OPX . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . ........... 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH %FDJNBMT . .BUI $VSSJDVMB BOE 1SPHSBNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . . . ..................... 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 5PEBZ T *OTUSVDUJPOBM "QQSPBDIFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST 4BYPO .BUI. . . . . . . . . . .. .. .. .. .. .. .. ......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........... .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . &WFSZEBZ .BUI. .. .. .. .. .. .. .. .. .. .. .. .. .. ......... . . . . . . . . . . . . . . ."EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . 4JOHBQPSF .BUI. . . . .. .. .. .. .. .. .. .. .. ......... . . . . . . . . . . . . . . ."EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . %JWJEJOH %FDJNBMT CZ %FDJNBMT . "EEJUJPO . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . 1BSUJBM 4VNT . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ......... $PMVNO "EEJUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .................... /VNCFS 5IFPSy 0QQPTJUF $IBOHF "EEJUJPO . . . . . . . . . . . . . . . . . . . . ..VMUJQMZJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. . %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . . . . . . . . . . %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . ............ 4VCUSBDUJPO . . . . . . . . . . . . . . . . . . . . %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . . . . .. .. .. ......... . 5SBEF 'JSTU 4VCUSBDUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PVOUJOH 6Q 4VCUSBDUJPO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . .. .. .. ......... . -FGU UP 3JHIU 4VCUSBDUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . . . . . . . . .. .. .. ......... . 1BSUJBM %JGGFSFODFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMFT . . . . . . . . . . 4BNF $IBOHF 4VCUSBDUJPO. . . . . . . . . . . . . . . . . . . . . . . . . . .. .. ....... .. . %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUT . . . . . . . .VMUJQMJDBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJNF 'BDUPSJ[BUJPO . 1BSUJBM 1SPEVDUT . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. ....... .. . &HZQUJBO .VMUJQMJDBUJPO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -BUUJDF .VMUJQMJDBUJPO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
%JWJTJPO 1BSUJBM 2VPUJFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PMVNO %JWJTJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT #PY .PEFMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
X X X.48BEWB
BU 7JTJU VT POMJOF
6
OUBHF.DPN
'PVOEBUJPOT PG .BUIFNBUJDT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3BUJP BOE 1SPQPSUJPO 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . 1MBDF 7BMVF 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1MBDF 7BMVF UP #JMMJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . 3FBEJOH 8IPMF /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8SJUJOH 8IPMF /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH 8IPMF /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0SEFSJOH 8IPMF /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH 8IPMF /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU .FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8IPMF /VNCFST 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . . . . . . . . . . . . . 0EE BOE &WFO /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG "EEJUJPO 'BDUT . . . .............................................................. .. .. .. . . "OPUIFS /VNCFS . 4VCUSBDUJPO 'BDUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU .VMUJQMJDBUJPO 'BDUT . . PG UIF /VNCFS . . . . ........................................................... .. .. .. %JWJTJPO 'BDUT . . . . . . . . . . . . .......................................... .. .. .. .. . . 1FSDFOUT < BOE > 'BDU 'BNJMJFT . . . . . . . . . . . . . . . . .. .................................. .. .. .. .. . . 1FSDFOU *ODSFBTF BOE %FDSFBTF "EEJOH 8IPMF /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4JNQMF *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH 8IPMF /VNCFST . . . $PNQPVOE *OUFSFTU . . . . . . . . . . ....................................... .. .. .. .VMUJQMZJOH BOE %JWJEJOH CZ FUD. . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . ................. .. .. .. .VMUJQMZJOH 8IPMF /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH 8IPMF /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH XJUI 8IPMF /VNCFST &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . &TUJNBUJOH 4VNT . . . . . . . . . . . . . . . . . . . . . . ................ .. .. .. .. . &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT &TUJNBUJOH %JGGFSFODFT . . . . . . . . . . . . . . . . . . . .......... .. .. .. .. .. . &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT &TUJNBUJOH 1SPEVDUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH 2VPUJFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1PJOUT -JOFT 1MBOFT BOE "OHMFT 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . 1PJOUT BOE -JOFT JO B 1MBOF . . . . . . . . . . . . . . . . . . . . . . . . . . (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4FHNFOUT 3BZT BOE %JTUBODF . . . . . . . . . . . . . . . . . . . . . . . 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBTVSJOH "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . $MBTTJGZJOH "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4LFX -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4QFDJBM 1BJST PG "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "OBMZ[JOH 4IBQFT JO B 1MBOF 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . . . . . . . . . . . . . . 1PMZHPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ %SBX B %JBHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . . $MBTTJGZJOH 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $MBTTJGZJOH 2VBESJMBUFSBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ -PPL GPS B 1BUUFSO . . . . . . . . . . . . . . . . . . . . . . . . . $JSDMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . . . . . . . . . . . . . . . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . "OBMZ[JOH 4PMJE 'JHVSFT 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJTNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . $ZMJOEFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . 1ZSBNJET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 4USBUFHZ .BLF PS 6TF B (SBQI $POFT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4QIFSFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. ... .. .. .. .. ... .. . . 5BCMFT GPS /VNCFST BOE 0QFSBUJPOT 1MBUPOJD 4PMJET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
%BUB BOE (SBQIT 5BMMZ $IBSUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1JDUPHSBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #BS (SBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -JOF (SBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $JSDMF (SBQIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FEJBO .PEF BOE 3BOHF . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS 'PVOEBUJPOT PG .BUIFNBUJDT. . . . . . .
9
7
$POUFOUT
$POUFOUT
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decimals 'SBDUJPOT BOE .JYFE Numbers Decimals BOE .JYFE Numbers 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOT'SBDUJPOT 1BSU PG B 8IPMF . . . . . . . . . . . . . . . .......... 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOT 1BSU PG B 8IPMF . . . . . . . . . . . . . . . . . . . . . . . . . . 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOT 1BSU PG B 4FU . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOT 1BSU PG B 4FU . . . . . . . . . . . . . . . . . . . . . . . . . . . ... $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . .......... $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . . 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST .......... .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . . . . ... .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . .. .. ....... .. .. 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . .. .. ....... .. .. 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST %JWJEJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . . %JWJEJOH %FDJNBMT CZ %FDJNBMT . . . . . . . .. .. .. .. .. .. .. .. .. ....... .. .. .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . .......... . . . . . . . . . . .. .. .. .. ....... 8PSE 1SPCMFNT . . . . . . . .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . 8PSE 1SPCMFNT . . . . . . . . . . . . .. .. ....... .. .. .. . . . . . . . .. .. .. ....... .. .. .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . ......... .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .. .. ....... .VMUJQMZJOH .JYFE /VNCFST .......... /VNCFS 5IFPSy .VMUJQMZJOH .JYFE /VNCFST /VNCFS 5IFPSy %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . .. .. ....... %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . .......... 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . .. .. .. ....... .. .. 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . . . . . . . . . . . ..... %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . .......... %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . . .. .. .. .. .. .. .. .. ....... .. .. %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . . . %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . .. .. .. .. .. ....... .. .. 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . ... .. .. $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . . 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . .. .. .. .. .. .. .. .. .. ....... .. .. 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . . 'BDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJNF 'BDUPSJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJNF 'BDUPSJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8
3BUJP BOE 1SPQPSUJPO 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . 3BUJP BOE 1SPQPSUJPO 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU .FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . . . . . . . . . . . . . .FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS "OPUIFS /VNCFS . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. . . 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU "OPUIFS /VNCFS . PG UIF /VNCFS . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . PG UIF /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . . . . . . . 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . 4JNQMF *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . . . . . . . $PNQPVOE *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4JNQMF *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPVOE *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BUUFSOT 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . . . . . . . . . . . . . . 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ %SBX B %JBHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ %SBX B %JBHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ -PPL GPS B 1BUUFSO . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . . . . . . . . . . . . . . . 4USBUFHZ -PPL GPS B 1BUUFSO . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . . . . . . . . . . . . . . . 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . . . . . . . . . . . . . . . . . . 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF PS 6TF B (SBQI . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF PS 6TF B (SBQI . . . . . . . . . . . . . . . . . . . . . . . 5BCMFT GPS /VNCFST BOE 0QFSBUJPOT . . . . . . . . . .
5BCMFT GPS /VNCFST BOE 0QFSBUJPOT . . . . . . . . . .
9 9
$POUFOUT
$POUFOUT
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.FBTVSFNFOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decimals 'SBDUJPOT BOE .JYFE Numbers 6 4 $VTUPNBSZ 4ZTUFN 4VSGBDF "SFB BOE 7PMVNF 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOTÂ&#x2030;1BSU PG B 8IPMF . . . . . . . . . . . . . . . . . . . . . . . . . .FBTVSJOH 6 4 $VTUPNBSZ -FOHUI 4VSGBDF "SFB PG 1SJTNT . . . . . . . . . . . . . . . . . . . . 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOTÂ&#x2030;1BSU PG B 4FU ........ .FBTVSJOH "SFB JO UIF 4VSGBDF "SFB PG $ZMJOEFST $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . 6 4 $VTUPNBSZ 4ZTUFN 4VSGBDF "SFB PG 1ZSBNJET BOE $POFT 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBTVSJOH $BQBDJUZ JO UIF 7PMVNFT PG 1SJTNT BOE $ZMJOEFST "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE 6 4 $VTUPNBSZ 4ZTUFN 7PMVNFT PG 1ZSBNJET BOE $POFT .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBTVSJOH 8FJHIU JO UIF 4VSGBDF "SFB BOE 7PMVNFT PG 4QIFSFT 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . 6 4 $VTUPNBSZ 4ZTUFN . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . 5ISFF %JNFOTJPOBM $PNQPTJUF 'JHVSFT "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . . . . . %JNFOTJPOBM "OBMZTJT . . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . 5FNQFSBUVSF . . . . . . . . . "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . 4DJFOUJGJD /PUBUJPO 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . 8SJUJOH /VNCFST JO 4DJFOUJGJD /PUBUJPO .FUSJD 4ZTUFN 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . %JWJEJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . $POWFSUJOH UP 4UBOEBSE /PUBUJPO .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . .FBTVSJOH -FOHUI JO UIF .FUSJD 4ZTUFN 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH XJUI 4DJFOUJGJD /PUBUJPO .FBTVSJOH "SFB JO UIF .FUSJD 4ZTUFN .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . . . . . . . . . . %JWJEJOH XJUI 4DJFOUJGJD /PUBUJPO .FBTVSJOH $BQBDJUZ JO UIF .FUSJD 4ZTUFN .VMUJQMZJOH .JYFE /VNCFST ........ /VNCFS 5IFPSy 1SFDJTJPO BOE &SSPS . . . . . . . . . . . . . . . . .FBTVSJOH .BTT JO UIF .FUSJD 4ZTUFN %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . . . . . . . . . . $POWFSUJOH 6 4 $VTUPNBSZ BOE .FUSJD %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . . . . . . . . . . . . . %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . 5BCMFT GPS .FBTVSFNFOU 5FNQFSBUVSF . . . . . . . . . . . . . . . %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . 5FNQFSBUVSF $POWFSTJPO 'PSNVMBT . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . . . . . 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . . . . . . . . . . . . . . . . 1FSJNFUFS BOE "SFB 'BDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSJNFUFS .VMUJQMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH "SFB %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "SFBT PG 3FDUBOHMFT BOE 1BSBMMFMPHSBNT &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "SFBT PG 5SJBOHMFT 1SJNF 'BDUPSJ[BUJPO . . . . . . "SFBT PG 5SBQF[PJET . . . . . . . . . . . . . . . . . . . . . . . . . . . $JSDVNGFSFODF "SFBT PG $JSDMFT $PNQPTJUF 'JHVSFT
10
(FPNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJP BOE 1SPQPSUJPO 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . 3FBTPOJOH BOE 1SPPG 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POEJUJPOBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . #JDPOEJUJPOBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %FEVDUJWF 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OEVDUJWF 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG $POHSVFODF . . . . . . . . . . . . . . . . . . . . . . . . . . .
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POHSVFODF 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . $POHSVFOU 'JHVSFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH 444 BOE 4"4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH "4" BOE ""4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . 6TJOH $1$5$ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POHSVFODF JO 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . .
1SPWJOH "OHMFT $POHSVFOU . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU 5IFPSFNT "CPVU 1BSBMMFM -JOFT . . . . . . . . . . . . . . . . . . . . . . .FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . . . . . . . . . . . . . 2VBESJMBUFSBMT 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG 1SPQFSUJFT PG 1BSBMMFMPHSBNT . . . . . . . . . . . . . . . . . . . . . . . . "OPUIFS /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPWJOH B 2VBESJMBUFSBM 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU *T B 1BSBMMFMPHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PG UIF /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG 4QFDJBM 1BSBMMFMPHSBNT . . . . . . . . . . . . . . . . . 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG 5SBQF[PJET BOE ,JUFT . . . . . . . . . . . . . . . . . . . 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . . . . . . . 4JNQMF *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJBOHMFT BOE 1PMZHPOT $PNQPVOE *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJBOHMF *OFRVBMJUJFT . 8PSE 1SPCMFNT . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . . 5SJBOHMF "OHMF 4VN 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . "OHMFT PG B 1PMZHPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT 1ZUIBHPSFBO 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . . . . . . . . . . . . . . 4QFDJBM 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . "SFB PG B 3FHVMBS 1PMZHPO . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . 4QBUJBM 3FBTPOJOH &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . /FUT . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 8PSE 1SPCMFNT . . *TPNFUSJD %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0SUIPHSBQIJD %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #BTF %FTJHOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -BUFSBM "SFBT PG 1ZSBNJET BOE $POFT . . . . . . . . . . . . . . . . . 4PMJET PG 3FWPMVUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $SPTT 4FDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -PDVT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &VMFS T 'PSNVMB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
*TPTDFMFT BOE &RVJMBUFSBM 5SJBOHMFT . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4JNJMBSJUZ 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . . . . . . . . . . . . . . 4JNJMBS 1PMZHPOT 4USBUFHZ %SBX B %JBHSBN . . . 1SPWJOH 5SJBOHMFT 4JNJMBS . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ................. 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4JNJMBSJUZ JO 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ -PPL GPS B 1BUUFSO . . *OEJSFDU .FBTVSFNFOU . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ................. 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . 1SPQPSUJPOT JO 5SJBOHMFT . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. ............... 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . 'SBDUBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . . . . . . . . . . . . . . . . . . $PPSEJOBUF (FPNFUSZ 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . . . . . . . . . . . . . . . . . . 4MPQFT PG 1BSBMMFM BOE 4USBUFHZ .BLF PS 6TF B (SBQI . . . . . . . . . . . . . . . . . . . . . . . 1FSQFOEJDVMBS -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JTUBODF 'PSNVMB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5BCMFT GPS /VNCFST BOE 0QFSBUJPOT . . . . . . . . . . .JEQPJOU 'PSNVMB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT PG $JSDMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPPGT 6TJOH $PPSEJOBUF (FPNFUSZ . . . . . . . . . . . . . . . . . .
$JSDMFT "SDT BOE 4FDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $IPSET BOE "SDT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG 5BOHFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OTDSJCFE "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5BOHFOUT $IPSET BOE "OHMFT . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH 0UIFS "OHMF .FBTVSFT . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH 4FHNFOU -FOHUIT . . . . . . . . . . . . . . . . . . . . . . . . . . .
5SBOTGPSNBUJPOT 5SBOTMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3FGMFDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PUBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ZNNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPTJUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5FTTFMMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POTUSVDUJPOT $POHSVFOU 4FHNFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POHSVFOU "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSQFOEJDVMBS #JTFDUPS PG B 4FHNFOU . . . . . . . . . . . . . . . . . "OHMF #JTFDUPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSQFOEJDVMBS -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BSBMMFM -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $JSDVNTDSJCF B $JSDMF "CPVU B 5SJBOHMF . . . . . . . . . . . . . . . *OTDSJCF B $JSDMF JO B 5SJBOHMF . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS (FPNFUSZ 11
9
$POUFOUT
$POUFOUT
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5SJHPOPNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decimals 'SBDUJPOT BOE .JYFE Numbers 3JHIU 5SJBOHMF 5SJHPOPNFUSZ 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF 5SJHPOPNFUSJD 'VODUJPOT 'SBDUJPOTÂ&#x2030;1BSU PG B 8IPMF . . . . . . . . . . . . . . . . . . . . . . . . . BOE 5SJHPOPNFUSJD &RVBUJPOT "OHMFT BOE %FHSFF .FBTVSF . . . . . . . . . . . . . . . . . . . . . . . . 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOTÂ&#x2030;1BSU PG B 4FU . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQVUJOH XJUI "OHMF .FBTVSFT . . . . . . . . .. .. .. .. .. .. .. .. .. .. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . ... $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . *OWFSTF 4JOF 'VODUJPO . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . .......... 4QFDJBM 5SJBOHMFT BOE "OHMFT . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF $PTJOF 'VODUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJHPOPNFUSJD 3BUJPT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF 5BOHFOU 'VODUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE 5SJHPOPNFUSJD 3BUJPT PG "DVUF "OHMFT . . . . . . . . . . . . . . . . 4PMWJOH 5SJHPOPNFUSJD &RVBUJPOT * . .JYFE /VNCFST . . . . . . . . . ...... .. .. .. .. .. .. .. .. .. .. .. .. ... .......... 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJHPOPNFUSJD 3BUJPT PG 4QFDJBM "OHMFT . . . . . . . . . . . . . . . 4PMWJOH 5SJHPOPNFUSJD &RVBUJPOT ** . . . . . . . . . . . . . . . . . . 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . 4PMWJOH 5SJHPOPNFUSJD *OFRVBMJUJFT 'JOEJOH "OHMF .FBTVSFT . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. ... . . . . . . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . 4PMWJOH 3JHIU 5SJBOHMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF 5SJHPOPNFUSJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . "QQMJDBUJPOT PG 3JHIU 5SJBOHMFT . . . . . . . . . . . . . .. .. .. .. .. .. .. ... 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . 0CMJRVF 5SJBOHMFT BOE 7FDUPST 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . %JWJEJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . 3BEJBO .FBTVSF BOE UIF 5IF -BX PG 4JOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF "NCJHVPVT $BTF 5SJHPOPNFUSJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . . . . . . . . . . .FBTVSFT PG 3PUBUJPOT PG "OHMFT . . . . . . . . . . . . . . . . . . . . . 5IF -BX PG $PTJOFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH .JYFE /VNCFST .......... /VNCFS 5IFPSy 'VODUJPOT PG /PO "DVUF "OHMFT . . . . . . . . . . . . . . . . . . . . . . "SFB PG B 5SJBOHMF . . . . . . . . . . . . . . . . . . ... .. .. .. .. .. .. .. .. .. .. .. .. ... %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . .......... 3BEJBO .FBTVSF . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. ... 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . 7FDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . . . . . . . . . . . . . "QQMJDBUJPOT PG 3BEJBO .FBTVSF . . . . . ..... .. .. .. .. .. .. .. .. .. .. .. ... %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . . $PNQPOFOUT PG B 7FDUPS . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . -JOFBS BOE "OHVMBS 7FMPDJUZ . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. ... 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . "EEJUJPO BOE 4VCUSBDUJPO PG 7FDUPST . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . .. .. ....... .. .. .. . . . . . . . .. .. ... .......... 5IF 6OJU $JSDMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. ... $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . .VMUJQMJDBUJPO CZ B 4DBMBS . 5IF %PU 1SPEVDU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . . . . . . . . . . . . . . . . "QQMJDBUJPOT PG 7FDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIT PG UIF 5SJHPOPNFUSJD 'VODUJPOT 'BDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSJPEJD 'VODUJPOT .VMUJQMFT . . . . . .. ....... .. .. .. .. .. .. .. .. .. .. .. .. ....... .. .. .. .. .. .. .. .. .. .. .. ... . . . . . . 1PMBS $PPSEJOBUFT BOE UIF $PNQMFY 1MBOF (SBQIT PG UIF 4JOF BOE %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PTJOF 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1PMBS $PPSEJOBUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH B (SBQIJOH $BMDVMBUPS . . . . . . . . . . . . . . . . . . . . . . . . . 1PMBS BOE 3FDUBOHVMBS $PPSEJOBUFT . . . . . . . . . . . . . . . . . 1SJNF 'BDUPSJ[BUJPO . . . . . . . 5SBOTGPSNBUJPOT . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. ....... .. .. .. .. .. .. .. .. .. .. .. ... (SBQIT PG UIF 5BOHFOU BOE $PUBOHFOU 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIT PG UIF 4FDBOU BOE $PTFDBOU 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0UIFS 5SBOTGPSNBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNCJOJOH 5SJHPOPNFUSJD 'VODUJPOT . . . . . . . . . . . . . . . . . )BSNPOJD .PUJPO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PEFMJOH XJUI 5SJHPOPNFUSJD 'VODUJPOT. . . . . . . . . . . . . .
5SJHPOPNFUSJD *EFOUJUJFT 'VOEBNFOUBM *EFOUJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7FSJGZJOH 5SJHPOPNFUSJD *EFOUJUJFT . . . . . . . . . . . . . . . . . . 4VN BOE %JGGFSFODF *EFOUJUJFT * . . . . . . . . . . . . . . . . . . . . . 4VN BOE %JGGFSFODF *EFOUJUJFT ** . . . . . . . . . . . . . . . . . . . . %PVCMF "OHMF *EFOUJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . )BMG "OHMF *EFOUJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPEVDU UP 4VN BOE 4VN UP 1SPEVDU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
(SBQIT PG 1PMBS &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . 1BSBNFUSJD &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQMFY 3PPUT PG &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . 1PMBS 'PSN PG $PNQMFY /VNCFST . . . . . . . . . . . . . . . . . . . 1SPEVDU BOE 2VPUJFOU 5IFPSFNT . . . . . . . . . . . . . . . . . . . . %F.PJWSF T 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PPUT PG $PNQMFY /VNCFST . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS 5SJHPOPNFUSZ . . . . . . . . . . . . . . . . . . .
4UBUJTUJDT BOE 1SPCBCJMJUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJP BOE 1SPQPSUJPO 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . (BUIFSJOH %BUB 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4BNQMFT BOE 1PQVMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . 4VSWFZT BOE #JBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BOEPN 4BNQMJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0UIFS 4BNQMJOH .FUIPET . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "OBMZ[JOH BOE 6TJOH %BUB 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . $PSSFMBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OUFSQPMBUJOH XJUIJO B %BUB 4FU . . . . . . . . . . . . . . . . . . . . . 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YUSBQPMBUJOH GSPN B %BUB 4FU . . . . . . . . . . . . . . . . . . . . . . 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . -JOF 1MPUT BOE %BUB %JTUSJCVUJPO . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4UBOEBSE %FWJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5IFPSFUJDBM BOE &YQFSJNFOUBM 1SPCBCJMJUZ 1FSDFOU 5IFPSFUJDBM 1SPCBCJMJUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQFSJNFOUBM 1SPCBCJMJUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . 5IF $PVOUJOH 1SJODJQMF . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. . 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG 1FSNVUBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "OPUIFS /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNCJOBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU 0EET BOE $PNQMFNFOUT . PG UIF /VNCFS . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . . 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . %JTQMBZJOH %BUB 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . . . . . . . 'SFRVFODZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4JNQMF *OUFSFTU . . . 4DBUUFS 1MPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPVOE *OUFSFTU . . )JTUPHSBNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . $IPPTJOH BO "QQSPQSJBUF (SBQI . . . . . . . . . . . . . . . . . . . . 4UFN BOE -FBG 1MPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT #PY BOE 8IJTLFS 1MPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . . . . . . . . . . . . . . %JTQMBZJOH 5XP %BUB 4FUT . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. . &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . 7FOO %JBHSBNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . %FTDSJCJOH %BUB &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . 5IF i$FOUFSw PG B %BUB 4FU . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . 0VUMJFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &GGFDUT PG $IBOHJOH %BUB 7BMVFT . . . . . . . . . . . . . . . . . . . . .JTMFBEJOH 4UBUJTUJDT .JTMFBEJOH (SBQIT . . . . . . . . . . . .
2VBSUJMFT BOE 1FSDFOUJMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH -JOFBS 3FHSFTTJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2VBESBUJD 3FHSFTTJPO BOE &YQPOFOUJBM 3FHSFTTJPO . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . /PSNBM %JTUSJCVUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ %SBX B %JBHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . 1BTDBM T 5SJBOHMF BOE #JOPNJBM %JTUSJCVUJPO . 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. . . . 4BNQMF 4J[F . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ -PPL GPS B 1BUUFSO . . &YQFSJNFOUBM %FTJHO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . . . . . . . . . . . . . . . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPVOE &WFOUT BOE 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . . . . . . . . . . . . . . . . . . $POEJUJPOBM 1SPCBCJMJUZ 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . . *OEFQFOEFOU BOE %FQFOEFOU &WFOUT 4USBUFHZ .BLF PS 6TF B (SBQI . . . . . . . . . . . . . . . . . . . . . . . 1SPCBCJMJUZ BOE (FPNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . . . .VUVBMMZ &YDMVTJWF PS 0WFSMBQQJOH &WFOUT . . . . . . . . . . .
5BCMFT GPS /VNCFST BOE 0QFSBUJPOT 1SPCBCJMJUZ BOE 7FOO %JBHSBNT . . . . . . . . . .. .. ..... .. .. .. ... .. .. 4JNVMBUJPOT BOE 5FDIOPMPHZ . . . . . . . . . . . . . . . . . . . . . . . 4USFBLT BOE 0VUDPNFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS 4UBUJTUJDT BOE 1SPCBCJMJUZ . . . . . . . . .
9 1207
$POUFOUT $POUFOUT
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "MHFCSB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decimals 'SBDUJPOT BOE .JYFE Numbers /VNCFST 7BSJBCMFT BOE &YQSFTTJPOT 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . 0OF 7BSJBCMF -JOFBS *OFRVBMJUJFT 'SBDUJPOTÂ&#x2030;1BSU PG B 8IPMF . . . . . . . . . . . . . . . . . ........ *OUFHFST BOE "CTPMVUF 7BMVF . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH BO *OFRVBMJUZ BT BO *OUFSWBM . 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOTÂ&#x2030;1BSU PG B 4FU . . . . . . . . . . . . . . .. .. .. .. ..... ........ "EEJOH *OUFHFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0OF 4UFQ "EEJUJPO BOE 4VCUSBDUJPO *OFRVBMJUJFT . . . . . $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . 4VCUSBDUJOH *OUFHFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0OF 4UFQ .VMUJQMJDBUJPO BOE %JWJTJPO *OFRVBMJUJFT 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . ..... ........ .VMUJQMZJOH BOE %JWJEJOH *OUFHFST . . . . . . . . . . . . . . . . . . .VMUJ 4UFQ *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OFRVBMJUJFT XJUI 7BSJBCMFT PO #PUI 4JEFT .JYFE /VNCFST . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. ....... ........ 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4RVBSF 3PPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPVOE *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . 5IF 3FBM /VNCFS 4ZTUFN . . . . . . . . . . . . . . . . . . . . . . . . . . "CTPMVUF 7BMVF *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . .. ..... "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST ........ .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . $PNNVUBUJWF BOE "TTPDJBUJWF 1SPQFSUJFT . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . . . . %JTUSJCVUJWF 1SPQFSUZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5XP 7BSJBCMF -JOFBS &RVBUJPOT 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . 5IF *EFOUJUZ BOE *OWFSTF 1SPQFSUJFT . . . . . . . . . . . . . . . . . BOE *OFRVBMJUJFT . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST %JWJEJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . 0SEFS PG 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'PVS 2VBESBOUT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. ... . . . . . . 7BSJBCMFT BOE "MHFCSBJD &YQSFTTJPOT . (SBQIJOH GSPN B 5BCMF PG 7BMVFT . . . . . . . . . . . . . . . . . . ... .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . ........ &WBMVBUJOH 7BSJBCMF &YQSFTTJPOT . . . . . . . . . . . . . . . . . . . . (SBQIJOH GSPN BO &RVBUJPO . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . /VNCFS 5IFPSy 5SBOTMBUJOH &OHMJTI JOUP "MHFCSB . . . . . . . . . . . . . . . . . . . . 5IF Z *OUFSDFQU BOE UIF Y *OUFSDFQU . . . . .. .. .. .. .. .. .. .. .. .. ..... %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . ........ 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . . . . . . . . . . )PSJ[POUBM BOE 7FSUJDBM -JOFT . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . . . . . . . . . . . . . (SBQIJOH 'VODUJPOT %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . . . . . . . . . . . . . . . . 3BUF PG $IBOHF BOE 4MPQF . . . . . ... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..... %JWJEJOH .JYFE /VNCFST ........ 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . 3FMBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. ... 5IF 4MPQF *OUFSDFQU 'PSN PG B -JOFBS &RVBUJPO . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. ... 5IF 1PJOU 4MPQF 'PSN PG B -JOFBS &RVBUJPO . . . . . . . . . . 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . 5IF $PPSEJOBUF 1MBOF . . . . . . . . . . . . . . .. . . . . . . . . . . .. .. .. ... 5IF 4UBOEBSE 'PSN PG B -JOFBS &RVBUJPO . . . . . . . . . . . . . *OUFSQSFUJOH -JOF (SBQIT . 'BDUPST . . . . . . . . . . . . . . . .. .. .. ......... .. .. .. . . . . . . . . . . .. .. .. ... . . . . . . $POWFSUJOH 'PSNT PG B -JOFBS &RVBUJPO . . . . . . . . . . . . . . -JOFBS 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8SJUJOH BO &RVBUJPO PG B -JOF . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMFT . . . .......... . . . . . . . . . . 5IF 7FSUJDBM -JOF 5FTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH B -JOFBS *OFRVBMJUZ . . . . . . . . . . . . . . . . . . . . . . . %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0OF 7BSJBCMF -JOFBS &RVBUJPOT 1SJNF 'BDUPSJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ZTUFNT PG -JOFBS &RVBUJPOT BOE *OFRVBMJUJFT &RVBUJPO $PODFQUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJUJPO BOE 4VCUSBDUJPO &RVBUJPOT . . . . . . . . . . . . . . . . .VMUJQMJDBUJPO BOE %JWJTJPO &RVBUJPOT . . . . . . . . . . . . . . . 5XP 4UFQ &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJ 4UFQ &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT XJUI 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT XJUI %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . "CTPMVUF 7BMVF &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . /P 4PMVUJPO PS .BOZ 4PMVUJPOT . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 8PSE 1SPCMFNT XJUI &RVBUJPOT . . . . . . . . . . . . .
1208
4PMWJOH B 4ZTUFN CZ (SBQIJOH . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH B 4ZTUFN CZ 4VCTUJUVUJPO . . . . . . . . . . . . . . . . . . . 4PMWJOH B 4ZTUFN CZ "EEJUJPO PS 4VCUSBDUJPO . . . . . . . . 4PMWJOH B 4ZTUFN CZ &MJNJOBUJPO . . . . . . . . . . . . . . . . . . . . 4ZTUFNT XJUI ;FSP 0OF PS .BOZ 4PMVUJPOT . . . . . . . . . . 4ZTUFNT PG *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . $POTUSBJOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'FBTJCMF 3FHJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0CKFDUJWF 'VODUJPOT BOE -JOFBS 1SPHSBNNJOH . . . . . . .
3BUJP BOE 1SPQPSUJPO 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . 0QFSBUJPOT XJUI 1PMZOPNJBMT 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .POPNJBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . #JOPNJBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 1PMZOPNJBMT 4DBMF %SBXJOHT . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . 4QFDJBM 1SPEVDUT PG #JOPNJBMT . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1PMZOPNJBM -POH %JWJTJPO . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU 1PMZOPNJBM 'VODUJPOT BOE &RVBUJPOT .FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH 1PMZOPNJBM 'VODUJPOT . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . ;FSPT BOE Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG 4PMVUJPOT PG B 1PMZOPNJBM &RVBUJPO "OPUIFS /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. . . 3BUJPOBM ;FSPT PG B 1PMZOPNJBM 'VODUJPO . . . . . . . . . . . . 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU PG UIF /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. . . 3PPUT BOE $PNQMFY $POKVHBUFT 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 'VOEBNFOUBM 5IFPSFN PG "MHFCSB . . . . . . . . . 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . .. .. .. .. . . 5IF 3FNBJOEFS 5IFPSFN BOE UIF 'BDUPS 5IFPSFN 4JNQMF *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. . . 3FBM BOE *NBHJOBSZ ;FSPT $PNQPVOE *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "QQSPYJNBUJOH 3FBM ;FSPT . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. . . #FIBWJPS PG B 1PMZOPNJBM 'VODUJPO &TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT 'BDUPSJOH 1PMZOPNJBMT &TUJNBUJOH UP 1SFEJDU PS $IFDL . . 'BDUPSJOH #JOPNJBMT . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . + CY + D . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. 'BDUPSJOH x &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . + CY + D . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. 'BDUPSJOH BY &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . 'BDUPSJOH CZ (SPVQJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . 'BDUPSJOH 4QFDJBM 1PMZOPNJBMT . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. 8PSE 1SPCMFNT . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . 4ZOUIFUJD %JWJTJPO 5IF 3BUJPOBM 3PPUT 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . .
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2VBESBUJD 'VODUJPOT BOE &RVBUJPOT 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . 2VBESBUJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG 2VBESBUJD 'VODUJPOT . . . . . . . . . . . . . . . . . . 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SBOTGPSNJOH 2VBESBUJDT . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . = C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH ax 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF ;FSP 1SPEVDU 1SPQFSUZ . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPSJOH UP 4PMWF 2VBESBUJDT . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH $PNQMFUJOH UIF 4RVBSF . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 2VBESBUJD 'PSNVMB 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . . . . . . . . . . . . . . 6TJOH UIF %JTDSJNJOBOU 4USBUFHZ %SBX B %JBHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VN BOE 1SPEVDU PG UIF 3PPUT . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH )JHIFS 0SEFS 1PMZOPNJBM &RVBUJPOT . . . . . . . . . 4USBUFHZ -PPL GPS B 1BUUFSO . . . . . . . . . . . . . . . . . . . . . . . . . 1SPKFDUJMF .PUJPO 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . . . . . . . . . . . . . . . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . 4ZTUFNT PG 2VBESBUJDT 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . -JOFBS 2VBESBUJD 4ZTUFNT . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . 2VBESBUJD 2VBESBUJD 4ZTUFNT . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . . . . . . . . . . . . . . . . . . 2VBESBUJD *OFRVBMJUJFT . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 4USBUFHZ .BLF PS 6TF B (SBQI . /POMJOFBS 4ZTUFNT PG *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . (SBQIJOH $BMDVMBUPST . . . . . . . . . . . . . . . . . . .. .. .. .. ..... .. .. .. ... 5BCMFT GPS /VNCFST BOE 0QFSBUJPOT
5BCMFT GPS "MHFCSB . . . . . . . . . . . . . . . . . . . . . . . . .
9
1209
$POUFOUT
$POUFOUT
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
"EWBODFE "MHFCSB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decimals 'SBDUJPOT BOE .JYFE Numbers $PPSEJOBUF 4ZTUFN JO 5ISFF %JNFOTJPOT 4FRVFODFT BOE 4FSJFT 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOTÂ&#x2030;1BSU PG B 8IPMF . . . . . . . . . . . . . . . . . . . . . . . . . 1MPUUJOH 1PJOUT JO 5ISFF %JNFOTJPOT . . . . . . . . . . . . . . . . "SJUINFUJD 4FRVFODFT . . . . . . . . . .. .. .. .. .. .. .. ....... .. .. .. .. .. .. .. .. . 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOTÂ&#x2030;1BSU PG B 4FU .......... (SBQIJOH JO 5ISFF %JNFOTJPOT . . . . . . . . . . . . . . . . . . . . . "SJUINFUJD 4FSJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . 4PMWJOH 4ZTUFNT CZ 4VCTUJUVUJPO . . . . . . . . . . . . . . . . . . . . (FPNFUSJD 4FRVFODFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 4ZTUFNT CZ &MJNJOBUJPO . . . . . . . . . . . . . . . . . . . . . (FPNFUSJD 4FSJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE *OGJOJUF (FPNFUSJD 4FSJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IF 'JCPOBDDJ 4FRVFODF . . . . . . . . . . . . . . . . . . . . . . . . . . . .BUSJDFT 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . 3FDVSTJWF 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PXT BOE $PMVNOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . &YQMJDJU BOE 3FDVSTJWF 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH BOE 4VCUSBDUJOH .BUSJDFT . . . . . . . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . . . . .BUIFNBUJDBM *OEVDUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DBMBS .VMUJQMJDBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . .VMUJQMZJOH CZ .BUSJDFT . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST %JWJEJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . $PNQMFY /VNCFST . . . . .BUSJY .VMUJQMJDBUJPO . . . . . . . . . . . . . . .. .. .. .. .. ....... .. .. .. .. .. .. . .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . .......... 8PSE 1SPCMFNT . . .. .. .. .. ....... .. .. .. .. .. .. .. .. .. .. .. .. ....... .. .. .. .. .. .. . . . . . . . . 5IF 4ZNCPM J . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. .. . 5IF *EFOUJUZ .BUSJY . .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . ......... "EEJOH BOE 4VCUSBDUJOH $PNQMFY /VNCFST . . . . . . . . . %FUFSNJOBOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH .JYFE /VNCFST .......... . . . . .. .. .. ....... .. .. .. .. .. .. .. .. . /VNCFS 5IFPSy 5IF *OWFSTF PG B .BUSJY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH $PNQMFY /VNCFST . %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . .......... 4PMWJOH .BUSJY &RVBUJPOT . . . . . . . . . . . . . . . . ....... .. .. .. .. .. .. . 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . %JWJTJPO BOE $PNQMFY $POKVHBUFT . . . . . . . . . . . . . . . . . . %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . .......... "CTPMVUF 7BMVF PG B $PNQMFY /VNCFS . . . . . . . . . . . . . . . "VHNFOUFE .BUSJDFT . . . . . . . . . . . . . . . .. .. .. .. ....... .. .. .. .. .. .. . %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . . . %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH .BUSJDFT GPS *OWFOUPSZ . . . . . . . . . . . .. ....... .. .. .. .. .. .. . 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . .......... $POJD 4FDUJPOT 6TJOH .BUSJDFT JO (FPNFUSZ . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . . . . . $SBNFS T 3VMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH 1BSBCPMBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT GPS 1BSBCPMBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'BDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH $JSDMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH BOE 7BSJBUJPO .VMUJQMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT GPS $JSDMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PEFMJOH 8PSE 1SPCMFNT . %JWJTJCJMJUZ 3VMFT . . . . . . .... .. .. .. .. .. .. .. .. .. .. .. .. ....... .. .. .. .. .. .. . . . . . . . . (SBQIJOH &MMJQTFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /VNCFS BOE *OUFHFS 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVBUJPOT GPS &MMJQTFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "HF 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SJNF 'BDUPSJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH )ZQFSCPMBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PJO 1SPCMFNT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JTUBODF 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .JYUVSF 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OUFSFTU 1SPCMFNT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'PSNVMBT BOE -JUFSBM &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . %JSFDU 7BSJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF 7BSJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . +PJOU 7BSJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .JYFE 7BSJBUJPO 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . .
1210
&RVBUJPOT GPS )ZQFSCPMBT . . . . . . . . . . . . . . . . . . . . . . . . . . (SBQIJOH $POJD *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . &DDFOUSJDJUZ BOE $POJD 4FDUJPOT . . . . . . . . . . . . . . . . . . . . . 5SBOTMBUFE $POJDT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3BUJP BOE 1SPQPSUJPO 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . 3BEJDBMT &YQPOFOUT -PHBSJUINT 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BOE 3BUJPOBM &YQSFTTJPOT &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . 4RVBSF 3PPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0UIFS 3PPUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 3BEJDBM &YQSFTTJPOT . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH BOE 4VCUSBDUJOH 3BEJDBM &YQSFTTJPOT . . . . . . . . %JWJEJOH 3BEJDBM &YQSFTTJPOT . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU *OUFHFS BOE 3BUJPOBM &YQPOFOUT . . . . . . . . . . . . . . . . . . . . .FBOJOH PG 1FSDFOUT . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1SPQFSUJFT PG &YQPOFOUT 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . . . -PHBSJUINT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG $PNNPO -PHBSJUINT BOE /BUVSBM -PHBSJUINT . . . . . . . "OPUIFS /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH BOE %JWJEJOH 3BUJPOBM &YQSFTTJPOT .. .. .. .. .. . 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU . . . . . . . "EEJOH BOE 4VCUSBDUJOH 3BUJPOBM &YQSFTTJPOT PG UIF /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQMFY 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUJBM BOE -PHBSJUINJD 'VODUJPOT 4JNQMF *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUJBM (SPXUI . $PNQPVOE *OUFSFTU .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . . . . . &YQPOFOUJBM %FDBZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . #BTF F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -PHBSJUINJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT &YQPOFOUJBM BOE -PHBSJUINJD &RVBUJPOT . . . . . . . . . . . . . &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . .. .. .. .. .. .. .. .. .. . . . . . &YQPOFOUJBM BOE -PHBSJUINJD *OFRVBMJUJFT . &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . 3BUJPOBM BOE 3BEJDBM 'VODUJPOT &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . 3BUJPOBM 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .. .. .. . &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . . . "TZNQUPUFT PG 3BUJPOBM 'VODUJPOT . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BEJDBM 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BEJDBM &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BEJDBM *OFRVBMJUJFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8SJUJOH .PEFMT GPS 'VODUJPOT 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . $POTUBOU %JGGFSFODFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4FDPOE 0SEFS $POTUBOU %JGGFSFODFT . . . . . . . . . . . . . . . . . 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IJSE 0SEFS $POTUBOU %JGGFSFODFT . . . . . . . . . . . . . . . . . . . 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . .PEFMT GPS &YQPOFOUJBM 'VODUJPOT . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .PEFMT GPS 1PXFS 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . 1SPCMFN 4PMWJOH "OBMZ[JOH 'VODUJPOT 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPTJOH 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . "EEJOH BOE 4VCUSBDUJOH 'VODUJPOT . . . .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ %SBX B %JBHSBN . . . . . .VMUJQMZJOH 'VODUJPOT . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJEJOH 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ -PPL GPS B 1BUUFSO . . . . 1JFDFXJTF 'VODUJPOT . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . 5SBOTMBUJOH 'VODUJPOT . . . . . . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . . . . . . . . . . . . . . . . . 4USFUDIJOH BOE $PNQSFTTJOH 'VODUJPOT . . . . . . . . . . . . . 4USBUFHZ 8PSL #BDLXBSET . . . . 3FGMFDUJOH 'VODUJPOT . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . . . . *OWFSTFT PG -JOFBS 'VODUJPOT . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . . . *OWFSTFT PG /PO -JOFBS 'VODUJPOT . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 4USBUFHZ .BLF PS 6TF B (SBQI . . . . . . . . . . . . . . . . . . . . . . . 1BSFOU 'VODUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS /VNCFST BOE 0QFSBUJPOT . . 5BCMFT GPS "EWBODFE "MHFCSB . . . . . . . . .. .. .. .. .. .. .. .
9 1211
$POUFOUT $POUFOUT
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $BMDVMVT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Decimals 'SBDUJPOT BOE .JYFE Numbers -JNJUT BOE $POUJOVJUZ 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . *OUFHSBUJPO 'SBDUJPOTÂ&#x2030;1BSU PG B 8IPMF . . . . . . . . . . . . . . . . ......... #BTJD "OUJEJGGFSFOUJBUJPO 5FDIOJRVFT . . . . . . . . . . . . . . . 8IBU *T B -JNJU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOTÂ&#x2030;1BSU PG B 4FU . . . . . . . . . . . . . . . . . . . .. ........ 3JFNBOO 4VNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6TJOH 5BCMFT BOE (SBQIT UP 'JOE -JNJUT . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . 'VOEBNFOUBM 5IFPSFN PG $BMDVMVT $BMDVMBUJOH -JNJUT "MHFCSBJDBMMZ . . . . . . . . . . . . . . . . . . . . 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . .. .. .. .. .. .. ......... .. .. .. .. .. .. .. ........ 5SJHPOPNFUSJD 3VMFT GPS *OUFHSBUJPO . . . . . . . . . . . . . . . . . -JNJUT PG *OEFUFSNJOBUF 'PSNT . . . . . . . . . . . . . . . . . . . . . . "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE V 4VCTUJUVUJPO . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ......... .. .. .. .. .. .. .. 4QFDJBM -JNJUT *OWPMWJOH 5SJHPOPNFUSJD 'VODUJPOT . . . . .JYFE /VNCFST . ........ 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OUFHSBUJPO CZ 1BSUT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -FGU BOE 3JHIU )BOE -JNJUT . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . *OGJOJUF -JNJUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . "QQMJDBUJPOT PG *OUFHSBMT -JNJU BOE 7FSUJDBM "TZNQUPUFT . . . . . . . . . . . . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . . . . -JNJUT BOE &OE #FIBWJPS )PSJ[POUBM "TZNQUPUFT . . . . "SFB #FUXFFO 5XP $VSWFT . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . $POUJOVJUZ BU B 1PJOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4FDPOE 'VOEBNFOUBM 5IFPSFN PG $BMDVMVT . . . . . . . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST %JWJEJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . $POUJOVJUZ PO BO *OUFSWBM . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBO 7BMVF 5IFPSFN GPS *OUFHSBMT . . . . . . . . ..... .. .. .. .. .. .. .. .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . ........ 8PSE 1SPCMFNT . . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. ......... .. .. .. .. .. .. . . . . . . *OUFSNFEJBUF 7BMVF 5IFPSFN . "WFSBHF 7BMVF PG B 'VODUJPO . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . . . . . . . . . . .PUJPO "MPOH B -JOF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMZJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . /VNCFS 5IFPSy %FSJWBUJWFT 7PMVNF PG 4PMJET %JTL .FUIPE . . . . . . . . . . . . . . . . . . . . . %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . 7PMVNF PG 4PMJET 8BTIFS BOE 4IFMM .FUIPE . . . . . . . . . %FGJOJUJPO PG B %FSJWBUJWF . . . . . . . . . . . . . . . . ......... .. .. .. . . .. %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . . . . . . . . . . . . . %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . . 7PMVNF PG 4PMJET 3FWPMVUJPO "CPVU B -JOF . . . . . . . . . . "QQSPYJNBUF 3BUF PG $IBOHF . . . . . . . . . .. .. .. ......... .. .. .. . . .. %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . %JGGFSFOUJBCJMJUZ BOE $POUJOVJUZ . . . . . . . . . .. ......... .. .. .. . . .. 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . 4PMJET XJUI ,OPXO $SPTT 4FDUJPOT . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -PDBM -JOFBSJUZ. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . . . . . $POTUBOU 4VN BOE %JGGFSFODF 3VMFT 1SJNF BOE $PNQPTJUF /VNCFST .. . .. .. .. ......... .. .. .. . . .. . . . . . . %JGGFSFOUJBM &RVBUJPOT 1PXFS 1SPEVDU BOE 2VPUJFOU 3VMFT . . . . . . . . . . . . . . . . . 'BDUPST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JGGFSFOUJBM &RVBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $IBJO 3VMF . .VMUJQMFT. .. .. .. .. .. .. ......... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ......... .. .. .. .. .. .. . . . . . . 4MPQF 'JFMET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %FSJWBUJWFT PG 5SJHPOPNFUSJD 'VODUJPOT . . . . . . . . . . . . . %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4FQBSBUJPO PG 7BSJBCMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . )JHIFS 0SEFS %FSJWBUJWFT &YQPOFOUT . . . . . . . . . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ......... .. .. .. .. .. .. . . . . . . (SPXUI BOE %FDBZ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %FSJWBUJWFT PG *OWFSTF 'VODUJPOT . . . . . . . . . . . . . . . . . . . . 1SJNF 'BDUPSJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -PHBSJUINJD &YQPOFOUJBM BOE "QQMJDBUJPOT PG %FSJWBUJWFT 5SBOTDFOEFOUBM 'VODUPOT 3FMBUJPOTIJQT #FUXFFO G f â&#x20AC;² f â&#x20AC;³ . . . . . . . . . . . . . . . . . . . . . . . 1PTJUJPO 7FMPDJUZ BOE "DDFMFSBUJPO . . . . . . . . . . . . . . . . . $VSWF 4LFUDIJOH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *NQMJDJU %JGGFSFOUJBUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5BOHFOU BOE /PSNBM -JOFT . . . . . . . . . . . . . . . . . . . . . . . . . 3FMBUFE 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0QUJNJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .FBO 7BMVF 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &YUSFNF 7BMVF 5IFPSFN . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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%FSJWBUJWFT &YQPOFOUJBM 3VMF . . . . . . . . . . . . . . . . . . . . . . . %FSJWBUJWFT -PHBSJUINJD 3VMF . . . . . . . . . . . . . . . . . . . . . . &YQPOFOUJBM *OUFHSBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -PHBSJUINJD *OUFHSBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OWFSTF 5SJHPOPNFUSJD 'VODUJPOT . . . . . . . . . . . . . . . . . . . .
5BCMFT GPS $BMDVMVT. . . . . . . . . . . . . . . . . . . . . . . . .
4QFDJBM 'FBUVSFT 3BUJP BOE 1SPQPSUJPO
*O UIF 0UIFS #PPL
8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . 5BCMFT GPS 4UBUJTUJDT BOE 1SPCBCJMJUZ 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... .. ... . . . &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . 5BCMFT GPS "MHFCSB 4PMWJOH 1SPQPSUJPOT . ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... . . . 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . ... . ... . ... . ... . . . 5BCMFT GPS "EWBODFE "MHFCSB .
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . .BUI T /FX .FUIPET (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8IBU 1BSFOUT /FFE UP ,OPX 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . ... .. .. ... .. 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . 'PVOEBUJPOT PG 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1FSDFOU 5BCMFT GPS $BMDVMVT. . . . . . . . . . . . . . . . . . . .
1SPCMFN 4PMWJOH /VNCFST BOE 0QFSBUJPOT 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. . . 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . . . . . . . . . . . . . . .FBTVSFNFOU 4USBUFHZ %SBX B %JBHSBN . . . . . . .. ... .. ... .. .. ... .. ... .. ... .. .. .. . . 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (FPNFUSZ .. .. ... .. ... .. ..... .. ... .. ... .. ..... .. . . 4USBUFHZ -PPL GPS B 1BUUFSO . 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . . . . . . . . . . . . . . . 5SJHPOPNFUSZ . ... .. ..... .. ... .. ... .. ..... .. . . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . . . . . . . . . . . . . . . . . . 4USBUFHZ .BLF PS 6TF B (SBQI . . . . . . . . . . . . . . . . . . . . . . .
.FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5BCMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . . . . . . . . . . . . . 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG "OPUIFS /VNCFS . . . (MPTTBSZ . . . . . . . ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... .. ... . 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU PG UIF /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . *OEFY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . . . . . . . 4JNQMF *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQPVOE *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
&TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . . . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.BUIFNBUJDT . . . . . . . . . . . . . . . .
5BCMFT GPS /VNCFST BOE 0QFSBUJPOT . . . . . . . . . .
9
1213
.BUI T /FX .FUIPET 8I BU 1B S FO U 4 O FFE U P ,O P 8
.BUI $VSSJDVMB BOE 1SPHSBNT 5P EBZ T * O T 5S V D 5*P OB M B QQS P B D I FT *O UPEBZ T NBUI DMBTT JU NBZ OPU
CF TP NVDI XIBU ZPV LOPX CVU SBUIFS IPX ZPV LOPX JU 8IJMF NBOZ TUVEFOUT TUJMM MFBSO NBUI UIF TBNF XBZ UIFJS QBSFOUT XFSF UBVHIU NPSF BOE NPSF BSF MFBSOJOH UIF CBTJD PQFSBUJPOT PG BEEJUJPO TVCUSBDUJPO NVMUJQMJDBUJPO BOE EJWJTJPO UISPVHI OPOUSBEJUJPOBM NFUIPET 5IFTF NFUIPET IBWF CFFO JOUSPEVDFE JO B OVNCFS PG OFX NBUI DVSSJDVMB BOE QSPHSBNT EFWFMPQFE PWFS UIF MBTU ZFBST 5ISFF TVDI QSPHSBNT BSF 4BYPO .BUI &WFSZEBZ .BUIFNBUJDT BOE UIF 4JOHBQPSF .BUI DVSSJDVMVN
4BYPO .BUI 5IF 4BYPO .BUI QSPHSBN XBT EFWFMPQFE CZ NBUI FEVDBUPS +PIO 4BYPO o *UT FNQIBTJT JT PO JODSFNFOUBM MFBSOJOH PG NBUI DPODFQUT 5IJT JODSFNFOUBM BQQSPBDI EJGGFST TJHOJGJDBOUMZ GSPN PUIFS NBUI QSPHSBNT *O NBOZ USBEJUJPOBM NBUI QSPHSBNT B DPODFQU JT JOUSPEVDFE QSBDUJDFE BOE BTTFTTFE JO B TQFDJGJFE CMPDL PG UJNF 0ODF TUVEFOUT BSF UFTUFE PO UIF DPODFQU UIF CMPDL JT GJOJTIFE BOE TUVEFOUT NPWF PO UP B OFX DPODFQU 4BYPO GFMU UIBU CJH NBUI DPODFQUT XFSF FBTJFS UP MFBSO BOE NBTUFS XIFO CSPLFO EPXO JOUP TNBMMFS DPODFQUT UIBU BSF JOUSPEVDFE TFQBSBUFMZ BOE SFWJFXFE DPOUJOVBMMZ 'PMMPXJOH UIJT BQQSPBDI UIF 4BYPO .BUI QSPHSBN JOUSPEVDFT B OFX DPODFQU FWFSZ EBZ 5IF DPODFQU JT QSBDUJDFE BOE SFWJFXFE DPOUJOVBMMZ UISPVHIPVU UIF ZFBS BOE JU JT FYQBOEFE PO JO TVCTFRVFOU MFTTPOT FOBCMJOH TUVEFOUT UP CVJME PO XIBU UIFZ LOPX Need More
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"O BMHPSJUIN JT B TUFQ CZ TUFQ QSPDFEVSF GPS QFSGPSNJOH B NBUI DPNQVUBUJPO
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"O FYBNQMF JT 4BYPO T BQQSPBDI UP NVMUJQMJDBUJPO t 4UVEFOUT BSF JOUSPEVDFE UP NVMUJQMJDBUJPO BT SFQFBUFE BEEJUJPO BOE UIFO CZ NBLJOH B NVMUJQMJDBUJPO UBCMF t 5XP EBZT MBUFS UIFZ MFBSO IPX UP NVMUJQMZ CZ POF EJHJU OVNCFST 5IF NVMUJQMJDBUJPO DPODFQU SFBQQFBST B GFX MFTTPOT MBUFS XJUI BO FYQMBOBUJPO PO IPX UP NVMUJQMZ CZ NVMUJQMFT PG BOE t *O UIF OFYU BQQFBSBODF PG UIF DPODFQU TUVEFOUT MFBSO IPX UP NVMUJQMZ CZ UXP EJHJU OVNCFST BOE UIFO UISFF EJHJU OVNCFST t 8IFO UIF DPODFQU BQQFBST BHBJO TUVEFOUT MFBSO IPX UP NVMUJQMZ GSBDUJPOT t #Z UIF FOE PG UIF ZFBS TUVEFOUT BSF MFBSOJOH IPX UP NVMUJQMZ EFDJNBMT BOE NJYFE OVNCFST "MM BMPOH UIF XBZ TUVEFOUT BSF DPOUJOVBMMZ SFWJFXJOH BOE QSBDUJDJOH UIF NVMUJQMJDBUJPO DPODFQUT UIFZ WF BMSFBEZ MFBSOFE *O DPOUSBTU UP NBOZ PG UIF OFXFS JOTUSVDUJPOBM BQQSPBDIFT 4BYPO .BUI SFMJFT IFBWJMZ PO UIF USBEJUJPOBM PS TUBOEBSE BMHPSJUINT GPS UFBDIJOH UIF CBTJD PQFSBUJPOT PG BEEJUJPO TVCUSBDUJPO NVMUJQMJDBUJPO BOE EJWJTJPO
&WFSZEBZ .BUIFNBUJDT
4JOHBQPSF .BUI
&WFSZEBZ .BUIFNBUJDT BMTP DBMMFE &WFSZEBZ .BUI PS $IJDBHP .BUI JT B QSF,o NBUI DVSSJDVMVN UIBU XBT EFWFMPQFE JO UIF T CZ UIF 6OJWFSTJUZ PG $IJDBHP 4DIPPM .BUIFNBUJDT 1SPKFDU 5IF QSPHSBN JT EFTJHOFE UP FODPVSBHF TUVEFOUT UP FYQMPSF B WBSJFUZ PG NFUIPET GPS XPSLJOH NBUI QSPCMFNT 'PS FYBNQMF UP TPMWF BO BEEJUJPO QSPCMFN UIFZ NJHIU VTF B QBSUT BOE UPUBM EJBHSBN PS UIFZ NJHIU XPSL B NVMUJQMJDBUJPO QSPCMFN CZ TIBEJOH JO UIF TRVBSFT PG BO BSSBZ
5IF UFSN i4JOHBQPSF NBUIw SFGFST UP B NBUI QSPHSBN EFWFMPQFE JO UIF FBSMZ T CZ UIF .JOJTUSZ PG &EVDBUJPO JO 4JOHBQPSF 5IJT QSPHSBN IBT TJODF CFFO SFWJTFE BOE FYQBOEFE *O JUT QSFTFOU GPSN 4JOHBQPSF NBUI BMJHOT XJUI UIF /BUJPOBM $PVODJM PG 5FBDIFST PG .BUIFNBUJDT /$5. QSJODJQMFT BOE TUBOEBSET .BUI JO 'PDVT 5IF 4JOHBQPSF "QQSPBDI JT UIF 6 4 FEJUJPO PG 4JOHBQPSF NBUI
"T XJUI USBEJUJPOBM NBUI QSPHSBNT TUVEFOUT PG &WFSZEBZ .BUIFNBUJDT DPNNPOMZ VTF BMHPSJUINT UP XPSL BSJUINFUJD QSPCMFNT #VU UIFTF BMHPSJUINT BSF OPU UIF TUBOEBSE BMHPSJUINT ZPV NBZ CF BDDVTUPNFE UP TFFJOH "T B QBSFOU JU JT JNQPSUBOU GPS ZPV UP VOEFSTUBOE UIFTF iOPO TUBOEBSEw BMHPSJUINT BOE UP CF BCMF UP TVQQPSU ZPVS DIJME JO BQQMZJOH UIFN 5IF GPMMPXJOH QBHFT QSFTFOU B CSJFG PWFSWJFX PG TPNF PG UIFTF QSPDFEVSFT
" EJTUJOHVJTIJOH DIBSBDUFSJTUJD PG 4JOHBQPSF NBUI JT JUT VTF PG HSBQIJD SFQSFTFOUBUJPOT BOE NPEFMJOH TUSBUFHJFT UP TPMWF BMM UZQFT PG QSPCMFNT GSPN TJNQMF UP DPNQMFY 5IF NPEFMT PGUFO DBMMFE CPY NPEFMT PS CBS NPEFMT FOBCMF TUVEFOUT UP SFQSFTFOU B XPSE QSPCMFN WJTVBMMZ TP UIFZ DBO TFF UIF OVNCFS SFMBUJPOTIJQT JO UIF QSPCMFN 5IF CPY NPEFM CFMPX TIPXT UIF SFMBUJPOTIJQ PG UXP HJWFO OVNCFST BOE UP BO VOLOPXO OVNCFS *U JT DMFBS GSPN UIF NPEFM UIBU ZPV XPVME TVCUSBDU UP GJOE UIF VOLOPXO WBMVF
5IF XPSE QSPCMFN TFDUJPO PO QBHFT o TIPXT UIF VTF PG CPY NPEFMT UP TPMWF XPSE QSPCMFNT
XXX 48BEWBOUBHF DPN
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"EEJUJPO 1BSUJBM 4VNT Need More
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5IF iQBSUJBM TVNTw NFUIPE JT TPNFUJNFT DBMMFE UIF MFGU UP SJHIU BEEJUJPO NFUIPE CFDBVTF ZPV XPSL GSPN UIF MBSHFTU UP UIF TNBMMFTU QMBDF WBMVF
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POFT + POFT = POFT PS
5P TFF BOPUIFS NFUIPE GPS BEEJOH + HP UP &YBNQMF PO page 18.
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16
+
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5IF TVN PG BOE JT .FU I P E
6TF B WFSUJDBM GPSNBU "EE UIF IVOESFET + "EE UIF UFOT + "EE UIF POFT + "EE UIF QBSUJBM TVNT
+ +
5IF TVN PG BOE JT
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HELP
5P SFWJFX CBTJD BEEJUJPO GBDUT HP UP "EEJUJPO 'BDUT JO 'PVOEBUJPOT PG .BUIFNBUJDT Q
3
BEE + "EE UIF IVOESFET + "EE UIF UFOT + "EE UIF POFT + "EE UIF QBSUJBM TVNT 5IF TVN PG BOE JT
XXX 48BEWBOUBHF DPN
+ +
5S Z *U This Way 5P TFF UXP PUIFS NFUIPET GPS BEEJOH + HP UP Example 5 on page 18 BOE &YBNQMF PO page 19.
17
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18
"EE UIF EJHJUT JO FBDI QMBDF
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.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X &Y "NQM &
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0QQPTJUF $IBOHF "EEJUJPO 8IFO VTJOH UIF PQQPTJUF DIBOHF BEEJUJPO NFUIPd DIBOHF POF BEEFOE UP B OVNCFS UIBU FOET JO [FSP PS B TFSJFT PG [FSPT CZ BEEJOH PS TVCUSBDUJOH B OVNCFS /FYU DIBOHF UIF PUIFS BEEFOE VTJOH UIF TBNF OVNCFS CVU UIF PQQPTJUF PQFSBUJPO 5IFO BEE UIF SFTVMUJOH BEEFOET 5IF JEFB JT UP TJNQMJGZ B QSPCMFN UP SFEVDF UIF OVNCFS PG UJNFT ZPV OFFE UP SFHSPVQ &Y "NQM &
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5S Z *U This Way 5P TFF UXP PUIFS NFUIPET GPS BEEJOH + HP UP Example 3 on page 17 BOE &YBNQMF PO page 18.
.FU I 0E
5IJOL 8IBU OVNCFS DBO * BEE PS TVCUSBDU UP UP HFU B JO UIF POFT QMBDF "EE UP UP HFU â&#x2C6;&#x2019; = %P UIF PQQPTJUF 4VCUSBDU GSPN + + = + "EE UIF OFX BEEFOET 5IF TVN PG BOE JT
XXX 48BEWBOUBHF DPN
19
.VMUJQMJDBUJPO 1BSUJBM 1SPEVDUT Need More
HELP
5P SFWJFX CBTJD NVMUJQMJDBUJPO GBDUT HP UP .VMUJQMJDBUJPO 'BDUT JO 'PVOEBUJPOT PG .BUIFNBUJDT Q
8IFO VTJOH UIF QBSUJBM QSPEVDUT NVMUJQMJDBUJPO NFUIPd GJSTU CSFBL EPXO FBDI GBDUPS UP TIPX UIF WBMVF PG JUT EJHJUT 5IFO NVMUJQMZ FBDI QBSU PG POF GBDUPS CZ FBDI QBSU PG UIF PUIFS GBDUPS UP HFU UIF QBSUJBM QSPEVDU 'JOBMMZ BEE BMM PG UIF QBSUJBM QSPEVDUT FY B NQM E
1
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.VMUJQMZ POFT BOE UFO
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"EE UIF QBSUJBM QSPEVDUT
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.VMUJQMZ Ã&#x2014; 5IJOL + + Ã&#x2014; +
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.VMUJQMZ UFOT BOE UFOT
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.VMUJQMZ POFT BOE UFOT
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.VMUJQMZ POFT BOE POFT
Ã&#x2014; =
"EE UIF QBSUJBM QSPEVDUT
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26
.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X
:PV DBO BMTP VTF B WFSUJDBM GPSNBU GPS UIF QBSUJBM QSPEVDUT NFUIPE BT TIPXO JO &YBNQMF BOE &YBNQMF CFMPX &Y "NQM &
3
.VMUJQMZ Ã&#x2014; 4U FQ 4U FQ
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Ã&#x2014; = Ã&#x2014; = 420 Ã&#x2014; = Ã&#x2014; = 14 4U FQ
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62 Ã&#x2014;
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"EE UIF QBSUJBM QSPEVDUT + + + =
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4
.VMUJQMZ Ã&#x2014; 4U FQ 4U FQ
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235 Ã&#x2014;
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"EE UIF QBSUJBM QSPEVDUT + + + + + =
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XXX 48BEWBOUBHF DPN
27
.VMUJQMJDBUJPO
&HZQUJBO .VMUJQMJDBUJPO Need More
HELP
&HZQUJBO .VMUJQMJDBUJPO XBT EFWFMPQFE CZ UIF BODJFOU &HZQUJBOT BMUIPVHI UIFZ VTFE IJFSPHMZQIT SBUIFS UIBO OVNFSBMT *U JT WFSZ TJNJMBS UP BOPUIFS NFUIPE DBMMFE 3VTTJBO 1FBTBOU .VMUJQMJDBUJPO
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5S Z *U This Way
.VMUJQMZ Ã&#x2014; 45&1
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1 2 4 8 16 32
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28
36
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6
.VMUJQMZ Ã&#x2014; 4U FQ
5S Z *U
1MBDF UIF NVMUJQMJDBUJPO PO B HSJE 'JSTU NVMUJQMZ Ã&#x2014; = 1MBDF UIF BCPWF UIF EJBHPOBM BOE UIF CFMPX UIF EJBHPOBM $POUJOVF NVMUJQMZJOH FBDI UJNF XSJUJOH UIF QBSUJBM QSPEVDU PO UIF HSJE
4U FQ
Ã&#x2014; =
Ã&#x2014; =
Ã&#x2014; =
Ã&#x2014; =
This Way
Ã&#x2014; = "EE UIF QBSUJBM QSPEVDUT TUBSUJOH BU UIF CPUUPN SJHIU DPSOFS BOE NPWJOH MFGU *G ZPV FYUFOE UIF EJBHPOBM MJOFT ZPV DBO TFF UIF EJBHPOBMT CFUUFS
TU EJBHPOBM OE EJBHPOBM + + = SE EJBHPOBM + + + = 8SJUF JO UIF EJBHPOBM BOE QMBDF UIF UFO JO UIF OFYU EJBHPOBM UI EJBHPOBM + + + =
4&"3$)
5P TFF BOPUIFS NFUIPE GPS NVMUJQMZJOH Ã&#x2014; HP UP &YBNQMF PO QBHF
5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
UI EJBHPOBM 4U FQ
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5IF QSPEVDU PG BOE JT
XXX 48BEWBOUBHF DPN
29
.VMUJQMJDBUJPO
-BUUJDF .FUIPE BOE (SJET 4PNFUJNFT MBUUJDF NVMUJQMJDBUJPO JT TIPXO VTJOH B HSJE GPS BMM PG UIF OVNCFST BT TIPXO JO &YBNQMF BOE &YBNQMF 5IF DFMMT PO UIF HSJE UIBU TIPX UIF QSPEVDUT NBZ IBWF B IFBWJFS CPSEFS PS UIFZ NBZ CF UJOUFE "MUIPVHI MBUUJDF TUZMFT NBZ EJGGFS TPNFXIBU UIF TUFQT GPS GJOEJOH UIF QSPEVDU SFNBJO UIF TBNF FY B NQM E
7
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$POUJOVF NVMUJQMZJOH FBDI UJNF XSJUJOH UIF QBSUJBM QSPEVDU PO UIF HSJE Ã&#x2014; =9
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Ã&#x2014; =
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UI EJBHPOBM + + + = UI EJBHPOBM 4U FQ
'JOE UIF QSPEVDU 4UBSU XJUI UIF UPQ MFGU EJHJU PVUTJEF PG UIF HSJE .PWF EPXO BOE UIFO BDSPTT UIF CPUUPN PG UIF HSJE 8SJUF UIF EJHJUT JO PSEFS
5IF QSPEVDU PG BOE JT
30
.BU I T O FX .FU I P E T X I BU 1B S FO U T O FFE U P ,O P X &Y "NQM &
8
.VMUJQMZ Ã&#x2014; 4U FQ
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'JSTU NVMUJQMZ FBDI EJHJU JO UIF GBDUPS CZ
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5P TFF TUFQ CZ TUFQ WJEFPT PG UIFTF QSPCMFNT FOUFS UIF QBHF OVNCFS JOUP UIF 48BEWBOUBHF DPN 4FBSDI #BS
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OE EJBHPOBM + + =
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5IF QSPEVDU PG BOE JT
XXX 48BEWBOUBHF DPN
31
8PSE 1SPCMFNT #PY .PEFMT Need More
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'PS NPSF XPSE QSPCMFNT JOWPMWJOH XIPMF OVNCFST HP UP 8PSE 1SPCMFNT JO 'PVOEBUJPOT PG .BUIFNBUJDT Q
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34
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XXX 48BEWBOUBHF DPN
-FF = Ã&#x2014; =
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35
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(MPTTBSZ
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . .adjacent . . . . . . . .arcs . . . . Q . . . . . . . . "SDT PG UIF TBNF DJSDMF UIBU . . . . . . . . . . . . . . . . . . . . . . . . . . . . "
TIBSF FYBDUMZ POF FOEQPJOU Decimals 'SBDUJPOT BOE .JYFE Numbers absolute maximum Q 5IF IJHIFTU QPJOU expression Q " NBUIFNBUJDBM 1MBDF 7BMVF UP 5IPVTBOEUIT . . . . . . . . . . . . . . . . . . . . . . . . . algebraic 'SBDUJPOTÂ&#x2030;1BSU PG B 8IPMF . . . . . . . . . . . . . . . . . . . . . . . . . PO B DMPTFE JOUFSWBM QISBTF UIBU DPOUBJOT POF PS NPSF OVNCFST POF 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . 'SBDUJPOTÂ&#x2030;1BSU PG B 4FU . . . . . . . . . . . . . . . . . . . . . . . . . . . . PS NPSF WBSJBCMFT BOE POF PS NPSF BSJUINFUJD $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . absolute minimum Q 5IF MPXFTU QPJOU PO PQFSBUJPOT 3PVOEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B DMPTFE JOUFSWBM "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . algebraic $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE inequality Q " NBUIFNBUJDBM absolute value Q 5IF EJTUBODF PG B OVNCFS .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . QISBTF UIBU DPOUBJOT BO JOFRVBMJUZ XJUI B WBSJBCMF GSPN [FSP PO B OVNCFS MJOF 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . . . . . . . . . . . .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . exterior angles Q 5XP OPO . . . . . . . . . . . "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . alternate absolute value of a complex number Q
"EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . . . . BEKBDFOU FYUFSJPS BOHMFT PO PQQPTJUF TJEFT PG B 5IF BCTPMVUF WBMVF PG B DPNQMFY OVNCFS B + CJ @@@@@@@ 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . . . . %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . USBOTWFSTBM + C JT ȼ B%JWJEJOH %FDJNBMT CZ %FDJNBMT . 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST . . . . . . . . . . . . . . . . . . . . . . . . . alternate interior angles QQ 5XP .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . acre8PSE 1SPCMFNT Q " VOJU PG BSFB FRVBM UP TRVBSF OPO BEKBDFOU JOUFSJPS BOHMFT PO PQQPTJUF TJEFT PG .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . . . . . . . . . . GFFU a tSBOTWFSTBM .VMUJQMZJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . /VNCFS 5IFPSy %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . acute angle QQ "O BOHMF XJUI 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . . . . . . . . . . altitude of a triangle QQ 5IF %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . . . . . . . . . . . . . NFBTVSF HSFBUFS UIBO ¡ BOE MFTT UIBO ¡ %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT . . . . . . . . . . . . . . . . . . . . QFSQFOEJDVMBS EJTUBODF GSPN B WFSUFY UP UIF MJOF %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . . . . . . . . . . . . DPOUBJOJOH UIF TJEF PQQPTJUF UIBU WFSUFY acute triangle Q " USJBOHMF XJUI UISFF BDVUF 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . . . . . amplitude Q 5IF BCTPMVUF WBMVF PG IBMG UIF BOHMFT 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . . . . . . . . . . . . . . . . EJGGFSFODF CFUXFFO UIF NBYJNVN BOE NJOJNVN add 'BDUPST or subtract . . . . . . .from . . . . . . a. .known . . . . . . . . fact . . . . . Q . . . . . . . . " XBZ . . . . . . . . . WBMVFT PG B USJHPOPNFUSJD GVODUJPO UP GJOE UIF QSPEVDU PG UXP OVNCFST .VMUJQMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . angle QQ " GJHVSF GPSNFE CZ UXP SBZT addends Q 5IF OVNCFST UIBU BSF BEEFE UP &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XJUI B DPNNPO FOEQPJOU GPSN B TVN 1SJNF 'BDUPSJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . angle bisector Q " SBZ UIBU EJWJEFT BO BOHMF addition QQ .BUIFNBUJDBM PQFSBUJPO JOUP UXP BEKBDFOU BOHMFT UIBU BSF DPOHSVFOU JO XIJDI UIF WBMVFT PG UXP PS NPSF OVNCFST BSF DPNCJOFE angle of depression Q 5IF BOHMF CFUXFFO B IPSJ[POUBM MJOF BOE UIF MJOF PG TJHIU GSPN BO addition method Q " NFUIPE PG TPMWJOH PCTFSWFS UP BO PCKFDU BU B MPXFS MFWFM B TZTUFN PG FRVBUJPOT UIBU JOWPMWFT BEEJOH UIF FRVBUJPOT UP FMJNJOBUF B WBSJBCMF angle of elevation Q 5IF BOHMF CFUXFFO B IPSJ[POUBM MJOF BOE UIF MJOF PG TJHIU GSPN BO additive identity Q 5IF OVNCFS [FSP UIF PCTFSWFS UP BO PCKFDU BU B IJHIFS MFWFM TVN PG [FSP BOE BOZ OVNCFS JT UIBU OVNCFS angle of rotation 4FF SPUBUJPO additive inverse Q 5IF PQQPTJUF PG B HJWFO OVNCFS angular velocity Q 5IF OVNCFS PG EFHSFFT SBEJBOT PS SFWPMVUJPOT QFS VOJU UJNF UISPVHI adjacent angles QQ $PQMBOBS BOHMFT XIJDI B QPJOU USBWFMT BMPOH B DJSDVMBS QBUI UIBU TIBSF POMZ BO FOEQPJOU BOE POF TJEF apothem Q 5IF EJTUBODF GSPN UIF DFOUFS UP B TJEF PG B SFHVMBS QPMZHPO 1168
arc Q 1BSU PG B DJSDMF CFUXFFO UXP QPJOUT PO B DJSDMF 3BUJP BOE 1SPQPSUJPO 8SJUJOH BOE 4JNQMJGZJOH 3BUJPT . . . . . . . . . . . . . . . . . . . . . . arc of a chord Q 5IF NJOPS BSD DVU PGG CZ B 8SJUJOH 3BUFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DIPSE PG B DJSDMF &RVJWBMFOU 3BUJPT BOE 1SPQPSUJPOT . . . . . . . . . . . . . . . . . . . 4PMWJOH 1SPQPSUJPOT . . . . . . . .5IF TJ[F PG UIF TVSGBDF PG . . . . . . . . . . . . . . . . . . . . . . . . area QQ 4DBMF %SBXJOHT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B GMBU GJHVSF PS TIBQF 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
arithmetic pattern Q " QBUUFSO UIBU HSPXT XIFO UIF TBNF OVNCFS JT BEEFE UP FBDI 1FSDFOU TVCTFRVFOU UFSN .FBOJOH PG 1FSDFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
'JOEJOH UIF 1FSDFOU PG B 8IPMF /VNCFS . . . . . . . . . . . . . . arithmetic sequence Q " TFRVFODF JO 'JOEJOH UIF 1FSDFOU 0OF /VNCFS *T PG XIJDI DPOTFDVUJWF UFSNT EJGGFS CZ B DPOTUBOU "OPUIFS /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BNPVOU E 'JOEJOH B /VNCFS 8IFO (JWFO B 1FSDFOU
PG UIF /VNCFS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
arithmetic series Q 5IF TVN PG UIF UFSNT 1FSDFOUT < BOE > . . . . . . . . . . . . . . . . . . . . . . . . . PG BO BSJUINFUJD TFRVFODF 1FSDFOU *ODSFBTF BOE %FDSFBTF . . . . . . . . . . . . . . . . . . . . . . 4JNQMF *OUFSFTU . . . . . . "O BSSBOHFNFOU PG PCKFDUT JO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . array QQ $PNQPVOE *OUFSFTU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SPXT BOE DPMVNOT XIFSF FBDI SPX IBT UIF TBNF 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . OVNCFS PG PCKFDUT
&TUJNBUF XJUI %FDJNBMT BOE 'SBDUJPOT asymptote QQ " MJOF UIBU B HSBQI HFUT DMPTFS BOE DMPTFS UP CVU OFWFS UPVDIFT &TUJNBUJOH UP 1SFEJDU PS $IFDL . . . . . . . . . . . . . . . . . . . . . . . PS DSPTTFT &TUJNBUJOH %FDJNBM 4VNT BOE %JGGFSFODFT . . . . . . . . . . . . &TUJNBUJOH %FDJNBM 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . average value of a function Q &TUJNBUJOH 'SBDUJPO 4VNT BOE %JGGFSFODFT . . . .*G f . . . JT B . . . . . DPOUJOVPVT GVODUJPO PO <B C> UIFO UIF BWFSBHF &TUJNBUJOH 'SBDUJPO 1SPEVDUT BOE 2VPUJFOUT . . . . . . . . . . C WBMVF f D JT f D = . . . . . .â&#x2C6;« 8PSE 1SPCMFNT . . . . . . .â&#x20AC;&#x201D; . .B. f. Y EY . . . . . . . . . . . . . . . . . . . . C â&#x2C6;&#x2019; B
axis of a cone Q 5IF MJOF TFHNFOU XIPTF FOEQPJOUT BSF UIF WFSUFY PG UIF DPOF BOE UIF DFOUFS PG UIF CBTF axis of revolution Q 5IF MJOF BCPVU XIJDI B UXP EJNFOTJPOBM GJHVSF SFWPMWFT UIBU SFTVMUT JO B UISFF EJNFOTJPOBM GJHVSF DBMMFE B TPMJE PG SFWPMVUJPO axis of symmetry QQ 5IF MJOF UIBU DBO CF ESBXO UISPVHI B QBSBCPMB TP UIBU POF TJEF PG UIF QBSBCPMB JT B SFGMFDUJPO PG UIF PUIFS *U JT QFSQFOEJDVMBS UP UIF EJSFDUSJY BOE QBTTFT UISPVHI UIF GPDVT
#
1BUUFSOT 3FQFBUJOH 1BUUFSOT . . . . . . . . . . . " HSBQI UIBU VTFT . . . . . . . . . . . . . . . . . . . . . . bar graph QQ 5SJBOHVMBS BOE 4RVBSF /VNCFS 1BUUFSOT . . . . . . . . . . . . . IPSJ[POUBM PS WFSUJDBM CBST UP EJTQMBZ EBUB JO (SPXJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . DBUFHPSJFT 4ISJOLJOH 1BUUFSOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1BUUFSOT XJUI 5XP 0QFSBUJPOT . . . . . . . . . . .&BDI QBJS PG . . . . . . . . . . . base angles of a trapezoid . Q 8PSE 1SPCMFNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . BOHMFT UIBU MJF PO UIF TBNF CBTF PG B USBQF[PJE
base angles of an isosceles triangle Q 5IF 1SPCMFN 4PMWJOH UXP BOHMFT BEKBDFOU UP UIF CBTF PG BO JTPTDFMFT 'PVS 4UFQ 1SPDFTT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . USJBOHMF 4USBUFHZ 8SJUF B /VNCFS 4FOUFODF . . . . . . . . . . . . . . . . . . 4USBUFHZ %SBX B %JBHSBN . . . . . . . . . . . . . . . . . . . . . . . . . . . base design Q " ESBXJOH UIBU TIPXT UIF 4USBUFHZ .BLF B 5BCMF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CBTF PG B GJHVSF NBEF PG DVCFT BOE UIF OVNCFS PG 4USBUFHZ -PPL GPS B 1BUUFSO . . . . . . . . . . . . . . . . . . . . . . . . . DVCFT JO FBDI QPTJUJPO 4USBUFHZ (VFTT $IFDL BOE 3FWJTF . . . . . . . . . . . . . . . . . . 4USBUFHZ 6TF -PHJDBM 3FBTPOJOH . . . . . ." OVNCFS UIBU JT . . . . . . . . . . . . . . . base of a power QQ 4USBUFHZ 8PSL #BDLXBSET . . . . . . . . . . . . . . . . . . . . . . . . . . . VTFE BT B GBDUPS B HJWFO OVNCFS PG UJNFT 4USBUFHZ 4PMWF B 4JNQMFS 1SPCMFN . . . . . . . . . . . . . . . . . . . base of an isosceles triangle Q 4USBUFHZ .BLF BO 0SHBOJ[FE -JTU . . . . . . . . . . .5IF TJEF UIBU . . . . . . . . . 4USBUFHZ .BLF PS 6TF B (SBQI . . . . . . . . . . . . . . . . . . . . . . . JT OPU B MFH PS BOZ TJEF JG UIF USJBOHMF JT FRVJMBUFSBM base(s) of a geometric figure 4FF DPOF DZMJOEFS 5BCMFT GPS /VNCFST BOE 0QFSBUJPOT . . . . . . . . . . QSJTN QZSBNJE USBQF[PJE benchmark Q " SFGFSFODF OVNCFS TVDI BT â&#x20AC;&#x201D; BOE UP XIJDI PUIFS OVNCFST BSF DPNQBSFE
biased sample Q " TBNQMF UIBU PWFSSFQSFTFOUT PS VOEFSSFQSFTFOUT TPNF QBSU PG UIe pPQVMBUJPO biconditional statement Q " TUBUFNFOU PG UIF GPSN Q JG BOE POMZ JG R Q JT USVF JG BOE POMZ JG R JT USVF binomial QQ " QPMZOPNJBM UIBU IBT UXP UFSNT binomial coefficient Q 5IF GPSNVMB GPS O O JUFNT UBLFO L BU B UJNF O$L = â&#x20AC;&#x201D; L O â&#x2C6;&#x2019; L
binomial experiment Q "O FYQFSJNFOU UIBU IBT FYBDUMZ UXP QPTTJCMF PVUDPNFT POF PG XIJDI JT DBMMFE B TVDDFTT
9 XXX 48BEWBOUBHF DPN
1169
$POUFOUT
4ZNCPMT
/VNCFST BOE 0QFSBUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
'PVOEBUJPOT PG .BUIFNBUJDT
Decimals JT HSFBUFS UIBO < 1MBDF 7BMVF UP 5IPVTBOEUIT . JT MFTT UIBO . . . . . . . . . . . . . . . . . . . . . . . . = 3FBEJOH BOE 8SJUJOH %FDJNBMT. . . . . . . . . . . . . . . . . . . . . . . JT FRVBM UP ¡ EFHSFFT PG BO BOHMF $PNQBSJOH BOE 0SEFSJOH %FDJNBMT . . . . . . . . . . . . . . . . . . + BEEJUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3PVOEJOH %FDJNBMT â&#x2C6;&#x2019; TVCUSBDUJPO "EEJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ã&#x2014; NVMUJQMJDBUJPO 4VCUSBDUJOH %FDJNBMT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ÷ EJWJTJPO .VMUJQMZJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . EJWJTJPO .VMUJQMZJOH %FDJNBMT CZ %FDJNBMT . . . . . . . . . . . . . . . . . . . FYQPOFOU QPXFS PG UFO %JWJEJOH %FDJNBMT CZ 8IPMF /VNCFST . . . . . . . . . . . . . . . ·
NVMUJQMJDBUJPO %JWJEJOH 8IPMF /VNCFST CZ %FDJNBMT . . . . . . . . . . . . . . . JT QBSBMMFM UP . . . . . . . . . . . . . . . . . . . . . â&#x160;¥ %JWJEJOH %FDJNBMT CZ %FDJNBMT . JT QFSQFOEJDVMBS UP @@@ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "# 8PSE 1SPCMFNT MJOF TFHNFOU "# >
@@@
"#
MFOHUI PG "#
k@@l
MJOF "# AB /VNCFS 5IFPSy
. . . . . . . . . . . . . . . . SBZ "# AB 3BUJPOBM /VNCFST BOE /VNCFS 4FUT . . . . . . . . . . . . . . . . . . . . . â&#x2C6; " %FDJNBMT 'SBDUJPOT BOE 1FSDFOUT BOHMF " 3BUJPOBM /VNCFST PO B /VNCFS -JOF . . . . . . . . . . . . . . . . . ¡ EFHSFFT SJHIU BOHMF TZNCPM $PNQBSJOH BOE 0SEFSJOH 3BUJPOBM /VNCFST . . . . . . . . . . UBMMZ NBSL 1SJNF BOE $PNQPTJUF /VNCFST . . . . . . . . . . . . . . . . . . . . . 'BDUPST . . . . .QFSDFOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .VMUJQMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %JWJTJCJMJUZ 3VMFT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . /VNCFST BOE 0QFSBUJPOT &YQPOFOUT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . · EFDJNBM QPJOU 1SJNF 'BDUPSJ[BUJPO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . @@l
>
HSFBUFS UIBO
< =
MFTT UIBO
FRVBM UP
3
SFBM OVNCFST
2
SBUJPOBM OVNCFST
;
JOUFHFST OVNCFST
8
XIPMF OVNCFST
/ @@ É&#x201E;
OBUVSBM OVNCFST
TRVBSF SPPU
SFQFBUJOH EFDJNBM
FYQPOFOU
â&#x20AC;&#x201D; B
SFDJQSPDBM
B C â&#x20AC;&#x201D; C
SBUJP
QFSDFOU
BOE TP PO
@
B
1128
.FBTVSFNFOU
'SBDUJPOT BOEEFHSFFT 'BISFOIFJU .JYFE Numbers ¡$ 'SBDUJPOTÂ&#x2030;1BSU PG B 8IPMF EFHSFFT $FMTJVT . . . . . . . . . . . . . . . . . ........ Ï&#x20AC; 'SBDUJPOTÂ&#x2030;1BSU PG B 4FU QJ â&#x20AC;&#x201D; BCPVU ............................ . . . ........ â&#x2030;&#x2C6; *NQSPQFS 'SBDUJPOT BOE .JYFE /VNCFST . JT BQQSPYJNBUFMZ FRVBM UP &RVJWBMFOU 'SBDUJPOT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $PNQBSJOH BOE 0SEFSJOH 'SBDUJPOT BOE (FPNFUSZ .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . â&#x2020;&#x2019; 3PVOEJOH 'SBDUJPOT BOE .JYFE /VNCFST . . .......... NBQT JOUP OPU Q â&#x2C6;¼Q "EEJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST . . . ........ "EEJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST JG BOE POMZ JG . . . . . . . . 4VCUSBDUJOH 'SBDUJPOT XJUI -JLF %FOPNJOBUPST JT DPOHSVFOU UP . . . . . . â&#x2C6; 4VCUSBDUJOH 'SBDUJPOT XJUI 6OMJLF %FOPNJOBUPST BOHMF . . . . ¡ EFHSFFT .VMUJQMZJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . ........ Nâ&#x2C6; $ NFBTVSF PG BOHMF $ .VMUJQMZJOH 8IPMF /VNCFST BOE 'SBDUJPOT . . . . . . . . . . JT QBSBMMFM UP k@@l .VMUJQMZJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . . . . . . AB MJOF "# %JWJEJOH 'SBDUJPOT CZ 'SBDUJPOT . . . . . . . . . . . . . ........ â&#x160;¥ JT QFSQFOEJDVMBS UP ............ @@@ %JWJEJOH 'SBDUJPOT BOE 8IPMF /VNCFST . @@@ "# "# MJOF TFHNFOU "# MFOHUI PG "# %JWJEJOH .JYFE /VNCFST . . . . . . . . . . . . . . . . . . . ........ BSD "# AB 8PSE 1SPCMFNT .................................... ¡'
"
DJSDMF "
"#$
USJBOHMF "#$
~
JT TJNJMBS UP
"â&#x20AC;²
JNBHF PG " " primeÂ
5SJHPOPNFUSZ â&#x20AC;² â&#x20AC;³
NJOVUFT TFDPOET
%.4
EFHSFFT NJOVUFT TFDPOET
TJO "
TJOF PG â&#x2C6; "
DPT "
DPTJOF PG â&#x2C6; "
UBO "
UBOHFOU PG â&#x2C6; "
θ
UIFUB BOHMF NFBTVSF
DTD "
DPTFDBOU PG â&#x2C6; "
TFD "
TFDBOU PG â&#x2C6; "
DPU "
DPUBOHFOU PG â&#x2C6; "
JOWFSTF TJOF
â&#x2C6;&#x2019;
TJO Y â&#x2C6;&#x2019;
DPT Y
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Yâ&#x2020;&#x2019;DYâ&#x2020;&#x2019;D
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= G Yâ&#x2020;&#x2019;D MJN G Y = G - *G MJN H Y = - BOE ( Yâ&#x2020;&#x2019;D Yâ&#x2020;&#x2019;D
MJN H Y ) = G - UIFO G H Y
= G (Yâ&#x2020;&#x2019;D
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1166
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1167
Southwestern Advantage
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Science
TABLE OF CONTENTS
Table of Contents MATH Math’s New Methods
Saxon, Chicago/Everyday, Singapore
Foundations of Math Numbers and Operations Arithmetic, Fractions, Decimals, Ratio & Percent
Measurement Geometry Trigonometry Formulas & Equations Statistics and Probability Algebra Advanced Algebra Calculus SOCIAL STUDIES & LANGUAGE ARTS US History Canadian History Government Economics World History Geography Grammar Writing and Research Vocabulary Reading Speaking Literature Foreign Verb Conjugations
1002-SouthwesternAdvantage.indd 1
SCIENCE Scientific Methods Biology Chemistry Earth Science Ecology Physics Space Science TOPIC SOURCE (including web access)
People Places Wars Animals History Science Writing Research Papers HONORS (including AP Tests DVD) English Language US History English Literature Calculus AB US Gov’t & Politics Biology, Calculus AB, Calculus BC, Chemistry, English Language, English Literature, Psychology, Statistics, US Government & Politics, US History.
)PX UP 6TF 4PVUIXFTUFSO "EWBOUBHF )PX UP 6TF 5IJT #PPL This book has been designed so that information can be accessed easily. Science has been divided into six â&#x20AC;&#x153;strandsâ&#x20AC;?: Biology; Chemistry; Earth Science; Ecology; Physics; and Space Science. Each strand is then divided into smaller units. The first navigational tool is the detailed, colorcoded Table of Contents. The contents pages also indicate separately where the special features of the book can be found, such as the Table of Physics Formulas and Constants and the Space Science time line. Next, above the heading on the right-hand text pages, you will see color bars that tell you exactly where you are in the book. The bar that extends all the way to the edge of the page is the color of the unit you are in; the other bar denotes the strand you are in. The strand color is repeated in a tab at the bottom of the page. When the book is closed, you can tell at a glance where each strand and unit begins and ends. When the book is open, headings on the pages also help to tell you exactly where you are in the book, for example, the Life section of Biology.
#*0-0(: BIOLOGY $)&.*453: CHEMISTRY &"35) 4$*&/$& EARTH SCIENCE
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An integral part of Southwestern Advantage is the accompanying Web site. Organized by subject areas, it is a comprehensive suite of online study helps, additional in-depth subject matter, tips for parents, and coaching for students on how to get better at life.
&$0-0(: ECOLOGY
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4DJFOUJGJD .FUIPE Scientists use a number of methods in making discoveries and in developing theories. Most scientific research involves some or all of these methods. They include the following:
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0CTFSWJOH /BUVSF Observing nature is one of the oldest scientific methods. For example, the ancient Egyptians and Babylonians studied the motions of heavenly bodies and so learned to predict the changes of seasons and the best times to plant and harvest crops. In the 1830s, Charles Darwin carefully observed plants and animals in many parts of the world while serving as a naturalist with a British scientific expedition aboard the H.M.S. #FBHMF Study of the specimens collected on the voyage helped Darwin develop his theory that modern species had evolved from a few earlier ones. (See pages 36â&#x20AC;&#x201C;39.)
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The relationships among observed facts can be revealed through the classification of data. In the mid1800s, Dmitri Mendeleev, a Russian chemist, classified the elements into families or groups in a chart called the QFSJPEJD UBCMF On the table, elements with similar properties appeared at regular intervals. Gaps in the table indicated elements that were not yet known. Scientists later proved the importance of Mendeleevâ&#x20AC;&#x2122;s systematic classification when they discovered the existence and chemical properties of new elements that filled the gaps. (See pages 320â&#x20AC;&#x201C;323.)
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Scientists use logic to draw conclusions from existing information. In the late 1800s, a German physicist named Wilhelm Wien studied the relationship between temperature and the energy radiated by heated solids and liquids. After studying many specific examples, he noted that multiplying the temperature of a heated solid or liquid by the wavelength of greatest intensity radiated at that temperature always produced the same number. Although Wien could not test all solids and liquids, he used inductive reasoning (reasoning from specific cases to a general rule) to conclude that this number was a universal constant which was the same for all heated solids and liquids, regardless of their physical or chemical makeup.
Conducting experiments is one of the most important tools in developing and testing scientific theories. The Italian astronomer and physicist Galileo was one of the first scientists to recognize that systematic experimentation could help reveal the laws of nature. During the late 1500s, Galileo began performing carefully designed experiments to study the basic properties of matter in motion. By rolling balls of different weights down inclined planes, Galileo discovered that all objects fall to the ground with the same acceleration (rate of increase in speed), unless air resistance or some other force slows them down.
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23
4DJFOUJGJD .FUIPE 'PSNJOH B )ZQPUIFTJT A IZQPUIFTJT is a proposed explanation for a scientific question. Forming a hypothesis requires talent, skill, and creativity. Scientists base their proposed explanations on existing information. They strive to form hypotheses that help explain, order, or unify related facts. They then use experimentation and other means to test their hypotheses. The discovery of the planet Neptune in the mid1800s resulted from the formation of a hypothesis. Astronomers noticed that Uranus, which they thought was the most distant planet, was not always in the position predicted for it by the laws of gravitation and motion. Some astronomers concluded that the laws did not hold at such great distances from the sun. But other astronomers hypothesized that the force of gravity from an unknown planet might cause the variations in the orbit of Uranus. By calculating where such a planet would have to be located to affect the orbit, astronomers eventually discovered Neptune. (See page 932.)
&YQSFTTJOH 'JOEJOHT .BUIFNBUJDBMMZ Expressing findings mathematically can yield valuable insights about how the world works. Galileo used mathematics to express the results of his experiments with falling bodies and to enable him to determine the distance an object would fall in a certain amount of time. The English scientist Sir Isaac Newton developed a mathematical theory of gravitation in the 1600s that explained many types of motion, both on Earth and throughout the universe. (See pages 762â&#x20AC;&#x201C;763.)
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.PEFMJOH XJUI $PNQVUFST Modeling with computers helps scientists quickly analyze large amounts of data. A NPEFM is a set of mathematical equations that describes relationships between data. In the past, scientists computed these equations on paper or with a calculator. Many models were too difficult or time-consuming to attempt. But the development of highly powerful computers in the late 1970s enabled scientists to formulate complex models at great speeds. Using computer models, scientists can easily vary data to test scientific hypotheses. This use of a model is known as TJNVMBUJPO Scientists commonly simulate experiments that would be impossible to carry out in a laboratory. For example, meteorologists simulate the development of thunderstorms to test how changes in atmospheric pressure affect cloud movement. An engineer may simulate an airplaneâ&#x20AC;&#x2122;s flight to find ways of improving its design. Simulations are also used to predict voting results, population growth, and stock market prices.
&6 3&, " In the early 1900s, the German-born physicist Albert Einstein found that mass is related to energy by the mathematical equation E=mc2. The equation states that energy (E) is equivalent to mass (m) multiplied by the speed of light squared (c2). This equation later provided the basis for the development of nuclear energy. (See page 853.)
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.JUPTJT WT .FJPTJT 4FDUJPO 4QSFBE .JUPTJT All eukaryotic cells except the sex cells divide through the duplication of the nucleus with its DNA and chromosomes. This process is called mitosis. The time between cell divisions is called JOUFSQIBTF Mitosis then takes place in four phases: QSPQIBTF NFUBQIBTF BOBQIBTF and UFMPQIBTF
*OUFSQIBTF The cell grows and carries out its regular functions. Each cell begins to grow to mature size. Each chromosome duplicates itself to form identical sister chromatids. The DNA is duplicated and proteins are synthesized. The cell becomes ready to divide and interphase ends.
1SPQIBTF The chromosomes condense or coil into short, thick structures. The nuclear membrane breaks down and disappears. The centrioles migrate to opposite regions of the cell, forming two poles. A football-shaped structure, the spindle, made of tubelike fibers, then forms between the poles.
.FUBQIBTF The double-stranded chromosomes migrate to the center of the cell, apparently pushed or pulled along by the spindle fibers.
"OBQIBTF The sister chromatids separate from each other. Each daughter chromosome, as they are now called, migrates toward opposite poles.
5FMPQIBTF The daughter chromosomes are at opposite poles of the spindle, and the spindle starts to break down. The individual chromosomes become thinner and longer. The nuclear membrane re-forms around each set of chromosomes. $ZUPLJOFTJT the division of the cytoplasm, usually begins during telophase. A furrow or groove appears in the membrane of animal cells and a cell plate forms in plant cells. In animal cells, the furrow curves inward until a complete membrane separates the two daughter cells. In plant cells, the plate expands until a wall is formed that separates the two cells. A new interphase then begins in each daughter cell.
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'JSTU .FJPUJD %JWJTJPO Each chromosome has duplicated itself. Each replicated chromosome seeks out its sister. The duplicated chromosomes pair up, forming a four-stranded group called a tetrad. Exchange of genetic material may happen at this time. As tetrads are forming, the nuclear membrane is breaking down and spindle fibers are forming. The tetrads migrate toward the center and line up randomly. Complete chromosomes gather at each pole and the cytoplasm divides either by furrowing or forming a cell plate. Each new cell now has half the chromosome number of its species. Humans, for example, have 46 chromosomes, so each gamete has 23 chromosomes after the first division.
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#JPMPHZ (MPTTBSZ BEFOJOF one of two major purines (nitrogen-contain-
CSBJO TUFN the part of the brain that contains vital
ing bases) found in both RNA and DNA. Also found in various free nucleotides, for example, adenosine triphosphate (ATP).
reflex centers that help to control heart rate, blood pressure, and respiration; connects the spinal cord to the forebrain.
BEFOPTJOF EJQIPTQIBUF "%1 a compound of
DBMZY the outermost portion of the flower; consists
adenosine and two phosphate groups, formed from adenosine triphosphate in the muscles.
of leaflike sepals, which are usually green and closely resemble small leaves.
BEFOPTJOF USJQIPTQIBUF "51 an enzyme found
DBSCPIZESBUFT water-soluble sugars; provide the
in all cells, especially muscle cells; a compound of adenosine and three phosphate groups.
main source of energy for the body.
DBSQFMT or pistils, make up the female reproductive
BMMFMF different forms of the same gene; may be dominant or recessive.
structure of a plant; develop the egg and ultimately a fertile seed.
BOBMPHPVT features of living things that have similar
DFMM the basic unit of all life; cells are self-reproduc-
functions but do not share a common origin.
ing, with new cells arising by cell division.
BOHJPTQFSN the flowering plants; seed-bearing plants that are the dominant and most varied division of plants on Earth today.
DFOUSJPMFT a pair of small, rodlike bodies in a cell that assist in the distribution of the chromosomes during the process of cell reproduction.
BOUJCJPUJDT substances produced by some molds
DFSFCFMMVN the part of the brain that aids in main-
that weaken or destroy bacteria and other organisms that cause disease.
taining body balance and coordination of muscle movement; located below the back part of the cerebrum.
BOUJCPEJFT protein substances produced by white
DFSFCSVN the largest portion of the brain; consists
blood cells that specifically bind to a single foreign antigen, neutralizing or destroying the invading microorganisms in the bloodstream.
of two large lobes, on the right and left sides of the brain.
BSDIBFB a group of single-celled organisms that
DIFNJDBM FWPMVUJPO theory that simple organic
make up one of the three basic divisions of life; rank among the oldest forms of life on Earth.
compounds formed naturally early in Earthâ&#x20AC;&#x2122;s history and combined to form the complex structures associated with living things.
BTFYVBM SFQSPEVDUJPO the formation of new organisms from parts of a single organism; organisms that form through asexual reproduction have the same exact DNA structure as their parent.
DIPMFTUFSPM a sterol; fatlike substance found in
BVYJOT the prime growth-promoting hormones in
animal fats and oils, nerve tissue, bile, blood, and egg yolk; a normal constituent of bile, also produced in the liver.
plants.
DISPNBUJO substance found in the cell nucleus,
CBDUFSJB single-celled plantlike microorganisms
where it forms chromosomes; made up of DNA and proteins.
lacking chlorophyll; consist of single cells that are rodshaped, spherical, or spiral.
DISPNPTPNFT threadlike structures in the cells of
so that it can open and close.
organisms that carry the hereditary information of the organism.
CPUBOZ the study of plants, including their structure,
DMBEJTUJD TZTUFNBUJDT system of animal classifi-
CJWBMWF a mollusk with a shell that is hinged together
life processes, historical origins, geographic distribution, economic uses, and roles in the ecosystem.
304
cation based on how long ago two species shared a common ancestor.
GLOSSARY # *0-0( :
DPMMBHFO an insoluble protein that accounts for about
EPNJOBOU a gene which expresses itself when paired
30 percent of total body protein; found in the white fibers of connective tissue, cartilage, and bone.
with either a recessive or another dominant allele.
petals, which are often the most ornamental part of the flower; may secrete nectar.
EPSNBODZ a control mechanism in seed plants that keeps the seed in a state of suspended animation until the time of the year in which its chances for survival are best.
DPSUFY botany, plant tissue that forms the bulk of
FHH a female gamete.
stems, roots, leaves, and fruits; biology, the outer layer of an internal organ.
FNCSZP a stage in prenatal development; in humans, it includes the period from the second through the eighth week.
DPSPMMB organ of a flower; consists of the flowerâ&#x20AC;&#x2122;s
DSFBUJPOJTN a set of beliefs based on the idea that a Supreme Being brought into existence Earth and all its life through a direct act of creation.
FOEFNJD describes infectious diseases that are
DZUPLJOFTJT division of the cytoplasm of a cell
FO[ZNFT proteins that act as biochemical catalysts;
which begins during telophase and leads to cell division.
DZUPQMBTN the cell material between the outer
always present in a particular region. speed up the chemical reactions of life; they help digest food, produce energy, and assist in building other proteins.
membrane and the nucleus; contains the organelles that perform many of the vital functions of the cell.
FQJEFNJD an unusually contagious illness that
DZUPTJOF a pyrimidine base found in nucleic acids;
FQJEFSNJT cuticle, or outer layer, of the skin; con-
an essential constituent of both RNA and DNA.
EFDPNQPTFS an organism, such as bacteria or fungi, that feeds on the dead remains of organisms and organic waste.
EFPYZSJCPOVDMFJD BDJE %/" the substance of which genes are made; a double-stranded macromolecule, located in the nucleus of eukaryotic (plant and animal) cells and in the organelles, mitochondria, and chloroplasts; often referred to as the genetic code. EJBUPNT single-celled algae; among the living things that comprise plankton.
EJDPU group of flowering plants containing two cotyledons, or seed leaves; includes oaks, maples, beeches, willows, mustards, roses, poppies, and mints.
EJffVTJPO the movement of a substance from an area of high concentration to an area of low concentration.
EJHFTUJPO the process by which food is broken
sweeps through a community or an entire continent. sists of four layers of skin, the stratum corneum being the outermost.
FVEJDPU group of flowering plants containing two cotyledons, or seed leaves.
FVLBSZPUJD means having a true nucleus. All multicellular animals and plants consist of eukaryotic cells, as do the fungi and some unicellular organisms. FWPMVUJPO scientific theory that states that all living things developed naturally from simple organisms over millions of years.
GFSUJMJ[BUJPO the process by which sperm and egg unite during reproduction.
fiYFE BDUJPO QBUUFSOT unvarying patterns of behavior exhibited by some animals in response to specific environmental conditions. flBWPOPJET substances in plants that are the basic
down, mechanically and chemically, and is converted into absorbable forms, in the gastrointestinal tract.
building blocks of many pigments; play a role in coloring flowers and in attracting insects that carry out pollination.
EJQMPJE having a homologous pair of chromosomes
GM XFS the part of a plant that produces the seeds.
for each characteristic except sex, the total number of chromosomes being twice that of a gamete.
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"UPNT All matter is made up of BUPNT An atom is the smallest particle of an element that can exhibit the properties of that element. An atom is incredibly tinyâ&#x20AC;&#x201D;more than a million times smaller than the thickness of a human hair.
1BSUT PG BO "UPN A Greek philosopher named Democritus who lived in the fifth century BC pondered what would happen if a grain of sand were split again and again. He believed that ultimately one tiny piece would be left which could not be broken. He called these tiniest pieces of matter atomos, the Greek term for â&#x20AC;&#x153;unbreakable.â&#x20AC;? Although unable to confirm his hypothesis at the time by experimentation, Democritus was correct. Atoms are the smallest bit of a element that can exist. They are not the smallest particles, though. Atoms consist of TVCBUPNJD QBSUJDMFT
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Beryllium
6.94
11
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23.00
24.31
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Magnesium
19
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39.10
37
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91.22
92.91
95.94
98.91
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Strontium
Yttrium
Zirconium
Niobium
Molybdenum
Technetium
74
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45
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102.91
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Rhodium
4+
76
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77
183.85
186.2
190.2
192.2
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Hafnium
Tantalum
Tungsten
Rhenium
Osmium
Iridium
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59
106
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3+
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3+
61
144.24
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Cerium
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90
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232.04
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91
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231.04
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92
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238.03
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93
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237.05
108
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140.91
89
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107
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63
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94
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95
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Antimony
Tellurium
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80
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82
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196.97
200.59
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113
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325
AN ALPHABETICAL GUIDE TO THE ELEMENTS
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Unlike the periodic table of elements, which groups elements according to properties, this is an alphabetical listing of all currently known
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properties. Use this table in conjunction with the periodic table on pages 322 and 323.
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DMBTUJD SPDL sedimentary rock formed from grains of sediment that have been pressed and cemented together. DMFBWBHF the ability of some minerals to break along smooth, flat planes.
that forms where a stream emerges from a narrow mountain canyon onto a flat plain.
DMJNBUF the average weather in a specific place over a long period of time.
BOUJDMJOF a fold or folds of rock layers that slope upward to form a crest.
DPOEFOTBUJPO the process in which water changes
BRVJGFS a body of saturated rock or sediment
DPOJGFS any of a group of trees and shrubs that bear
through which water can move easily.
cones.
BTUIFOPTQIFSF the thick layer of Earth’s mantle
DPOUJOFOUBM ESJGU the slow movement of large landmasses over Earth’s surface, caused by pressure that shifts them over the asthenosphere.
that lies under the lithosphere, thought to consist of a thick slush of partially melted rocks and minerals.
BUNPTQIFSF the envelope of gases that surrounds Earth; three gases essential to life on Earth—oxygen, nitrogen, and carbon dioxide—make up 99 percent of the atmosphere. BWBMBODIF a powerful, rapid rock slide. CBS a visible ridge of sand or gravel deposited in the middle or along the banks of a stream.
CFE MPBE the heavy sediment that travels on or near the bottom of a stream.
DBMEFSB a volcanic crater larger than 0.6 kilometers (about 0.4 miles) in diameter, produced when a violent volcanic eruption completely destroys the upper part of a volcanic cone.
DBMJDIF a layer of calcium carbonate that forms in soil in dry regions over 100,000 to 500,000 years.
$BNCSJBO &YQMPTJPO the dramatic increase in the variety of life found on Earth during the Cambrian period. DIFNJDBM XFBUIFSJOH the process by which rocks decay and decompose, and are eventually changed into substances with different chemical compositions and physical properties.
from a vapor to a liquid or a solid.
DPOWFDUJPO the movement of air from areas of high pressure to areas of low pressure.
DSFTU the highest part of a wave. DSVTU the relatively thin, brittle outer layer of Earth. DSZTUBM GPSN the distinctive geometric form of a mineral.
DZDMPOF a storm or winds that blow around in a spiral toward a calm center of low pressure, which also moves.
EFGPSNBUJPO the process by which plate movements cause horizontal layers of sedimentary rock to become tilted, folded, or cracked.
EFMUB body of accumulating sediment that forms at the mouth of a stream or river, where it flows into a lake or ocean.
EFOESPDISPOPMPHZ the study of tree rings to establish the ages of fossils and environmental conditions in the past.
EFOTJUZ a physical quality that reflects how tightly the atoms in a substance are packed.
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GPTTJM the remains or traces of prehistoric plants and
EPMESVNT the belt of light winds around the equator
GSPOU the boundary that forms when a warm air mass
characterized by frequent thunderstorms or squalls. The doldrums are located between the trade winds of the Northern and Southern hemispheres.
and a cool air mass meet.
FBSUIRVBLF a sudden, strong trembling, or shaking, of the ground, usually occurring as a result of the movement of tectonic plates.
FMFDUSPNBHOFUJD SBEJBUJPO energy from space that consists of waves of electricity and magnetism.
animals, usually preserved in sedimentary rock.
GSPTU XFEHJOH the process by which a rock splits after water freezes and expands in a joint, prying the rock apart.
GVNBSPMF a vent in Earthâ&#x20AC;&#x2122;s continental or oceanic crust emitting volcanic gases and steam at high temperatures. HFPMPHZ the study of Earthâ&#x20AC;&#x2122;s structure, composition,
FMFWBUJPO height above sea level.
and history.
&M /JĂ&#x2014;P a periodic ocean current of warm water that
HFPTZODMJOF an elongated, downward curve of
flows south from Ecuador down the coasts of Peru and Chile, causing a decline in plankton, fish, and birds.
Earthâ&#x20AC;&#x2122;s crust.
FRVBUPS an imaginary circle around the center of Earth, halfway between the North Pole and the South Pole.
FSPTJPO the removal of rock particles from exposed bedrock or topsoil by the impact of water, wind, or ice. Erosion is also the result of the impact on the landscape of rock particles carried by water, wind, or ice.
FWBQPSBUJPO the process by which water changes from a liquid into a vapor.
FWBQPSJUF a mineral that is deposited when water evaporates.
GBVMU a crack in Earthâ&#x20AC;&#x2122;s crust that occurs at the boundary between two lithospheric plates.
flPPEQMBJO a broad strip of land built up by sediment deposited on both sides of a stream channel.
GPMET wavelike features in rock layers that resemble ocean waves. GPMJBUJPO a parallel arrangement of flaky and needlelike minerals characteristic of some metamorphic rock.
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HFPUIFSNBM HSBEJFOU the regular pattern of temperature increase from Earthâ&#x20AC;&#x2122;s crust inward toward the core. HFZTFS spring that erupts columns of water into the air at certain times.
HMBDJFST huge masses of ice that flow due to gravity and currently cover about 10 percent of Earthâ&#x20AC;&#x2122;s total land area.
(14 the Global Positioning System, a worldwide navigation system that uses radio signals broadcast by satellites to pinpoint locations.
HSBWJUZ the force by which objects are attracted to one another.
HSPVOEXBUFS water that lies beneath Earthâ&#x20AC;&#x2122;s surface, filling the cracks, crevices, and pores of rocks.
HZSFT enormous circular patterns made by winddriven ocean currents.
IBMG MJGF the amount of time it takes for half the atoms of an element to decay. IJTUPSJDBM HFPMPHZ the study of changes that have occurred in Earthâ&#x20AC;&#x2122;s structure and appearance.
583
&OFSHZ T 0OF 8BZ 1BUI *OJUJBM &OFSHZ 'MPX In ecosystems, the source of almost all energy is sunlight, and only green plants, algae, and certain microscopic organisms are equipped to utilize it.
1IPUPTZOUIFTJT The mechanism by which green plants use solar energy is known as photosynthesis. The presence of the green pigment chlorophyll permits capture of energy from the sun and storage of that energy in the chemical bonds of glucose. Through further use of sunlight energy, molecules of glucose are broken down and linked with other chemicals. This results in the formation of the various carbohydrates, proteins, vitamins, and other substances that constitute the body of a plant. (See also pages 134â&#x20AC;&#x201C;135.)
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0YZHFO 3FTUPSBUJPO During photosynthesis, two chemical compoundsâ&#x20AC;&#x201D;carbon dioxide from the air and water from the soilâ&#x20AC;&#x201D;are combined into simple sugars. In the process, oxygen is released back into the atmosphere. Without green plants or some other means of restoring atmospheric oxygen, the continued respiration by animals would eventually exhaust the supply of oxygen.
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&OFSHZ 4UPSBHF Green plants are capable of storing large amounts of solar energy. However, only about 1 percent of the total solar energy reaching Earth is actually fixed and stored by plants. The rest is lost because it is in unusable wavelengths of light, because it is reflected away, or because it is dissipated in the form of heat. Nevertheless, the 1 percent remaining is more than adequate to maintain life on Earth. The energy stored within plant bodies cannot be transferred to animal tissues without further loss. At most, 20 percent of the energy is stored in the body tissues of herbivores. A diminished amount of energy is thus available to carnivores. Further energy is lost in eating, digesting, and metabolizing the energy stored in the body of the herbivore, resulting in only a quarter or less of that energy being stored in the body of a carnivore. Further energy is also lost when one carnivore feeds on another.
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Some water accumulates on the surface of the ground and returns to the atmosphere through evaporation.
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Much water moves through the soil and runs into underground channels.
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In heavy rains, or when the soil is soaked, water may run off the surface and again be lost.
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Some water that enters the soil becomes bound to soil compounds and unavailable to plants. The water held in the soil provides not only the water but also the dissolved chemicals necessary for plant life. Only part of the solution that enters the plant roots is taken into the plant cells. The rest is lost through the leaves in the process of transpiration. From plants, the water is transferred to animals. Eventually, all of the water used by plants and animals returns to the soil or goes directly into the atmosphere SPPUT BCTPSC to begin another cycle. (See also XBUFS pages 538â&#x20AC;&#x201C;539.)
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Food chains provide pathways for mineral nutrients. From soil, fresh water, or saltwater, minerals can be taken up by green plants and introduced into food chains. Mineral nutrient flow is cyclical; the same atom or molecule may move from plant to animal, from animal to microorganism, and from microbe back to plant. When returned to the soil, it is taken up once again by some other plant. The supply of mineral nutrients in the soil is not limitless. There must be a continuing turnover of these materials if an area is to continue to support life. When soil nutrients are scarce, new growth depends on the decay of dead plants and animals. Organisms such as earthworms process great amounts of plant litter through their bodies. Their actions accelerate decomposition and make available the materials required for new growth. When the cycle is interrupted for any reason, the soil may become infertile.
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607
&DPMPHZ (MPTTBSZ BCJPUJD GBDUPST the nonliving aspects of an environment, such as water, soil minerals, and atmospheric gases.
DPNQFUJUJPO the simultaneous demand by different
BDJE SBJO rain and other precipitation that is polluted
DPOJGFSPVT a type of tree that bears cones.
by acids, particularly sulfuric acid and nitric acid.
BRVJGFST underground formations filled with groundwater.
CJPNF a major type of ecosystem; each type of biome shares common characteristics; biomes are scattered worldwide.
CJPUJD GBDUPST the living aspects of an environment, such as producer organisms, consumer organisms, and reducer organisms.
CJPUJD QPUFOUJBM the inherent capacity or maximum rate at which a population could increase under the best of conditions. DBSCPO EJPYJEF a colorless, odorless gas. It occurs in the atmospheres of many planets, including that of Earth. On Earth, all green plants must get carbon dioxide from the atmosphere to live and grow. Carbon dioxide is also created by the burning of any substance that contains carbon. Such substances include coal, gasoline, and wood.
DBSCPO NPOPYJEF a toxic gas produced by any process that involves the incomplete combustion of carbon-containing compounds; it is primarily emitted in the exhausts of gasoline-powered vehicles.
DBSOJWPSF an animal that feeds mainly on meat. DIMPSPGMVP PDBSCPOT $'$T a family of synthetic, nontoxic chemicals used as refrigerants, solvents, aerosol propellants, and so on. Highly volatile, they are not destroyed in the lower atmosphere but drift into the upper atmosphere, where their chlorine atoms destroy ozone.
DMJNBUF the weather of a place averaged over time. DPNNFSDJBM FOFSHZ power that is produced by businesses and governments to be sold to the public. DPNNVOJUZ in ecology, a group of animals or plants living together; any group of mutually related organisms.
746
organisms for food, places for habitation, and other vital factors.
DPOTFSWBUJPO the protection and improvement of natural resources such as forests and fossil fuels.
DPOTVNFS in ecology, an organism in an ecosystem that does not obtain its energy directly, but acquires it secondhand from energy stored in green plants. Primary consumers feed directly on plants. Secondary consumers feed on other animals and thus receive their energy after it has been processed by two or more organisms.
%%5 EJDIMPSPEJQIFOZMUSJDIMPSP FUIBOF the first chlorinated hydrocarbon insecticide. It is quite persistent in the environment and causes harm as it accumulates in food chains. Its use in the United States has been restricted since 1972.
EFDJEVPVT a type of tree that sheds its leaves each autumn.
EFDPNQPTFS organisms that decay and decompose organic matter by feeding on the remains of dead plants and animals; reducer organisms. Mainly bacteria and fungi.
EFTBMJOJ[BUJPO the process of extracting fresh water from seawater.
EFTFSU a dry region where evaporation exceeds rainfall.
EFFQ XFMM JOKFDUJPO the practice of disposing of hazardous fluid wastes by injecting them into rock formations hundreds of feet below Earthâ&#x20AC;&#x2122;s surface.
EJTQFSTBM in ecology, the process by which members of a population spread out into unknown territory; helps to maintain a stable population.
EPNFTUJDBUJPO the transformation of animals or plants from wild to tame.
GLOSSARY &$0-0( :
FDPTZTUFN a system made up of a group of living
HSFFOIPVTF FffFDU the absorption by gases in the
organisms and its physical environment, and the relationship between them.
atmosphere of heat energy radiated from Earthâ&#x20AC;&#x2122;s surface, causing the atmosphere to become warmer.
FOEBOHFSFE TQFDJFT living creatures threatened
HSFFOIPVTF HBTFT gases in Earthâ&#x20AC;&#x2122;s atmosphere
with extinction.
FQJQIZUFT plants that grow attached to larger plants without deriving nourishment from the hosts.
FTUVBSZ a water passage where the tide meets a river current.
FUIJDT the study of the standards of right and wrong. FYUJODUJPO a state that occurs when every member of a species has died. Mass extinctions, or events in which large numbers of species suddenly become extinct, have occurred several times in Earthâ&#x20AC;&#x2122;s history.
GBMMPVU radioactive material or other polluting particles that fall out of the atmosphere in dust or precipitation.
GM DDVMBOUT chemicals used in water treatment processes to improve the sedimentation or filterability of small particles. GPPE DIBJO the pathways along which energy is transferred from one organism to another; a group of interrelated organisms; each member of the group feeds upon the one below it and is in turn eaten by the organism above it.
that absorb heat from the surface. The primary greenhouse gases are carbon dioxide, methane, nitrous oxide, and chlorofluorocarbons, or CFCs.
HSPVOEXBUFS fresh water under the surface of Earth that fills aquifers and moves between soil particles and rock, supplying wells and springs. It is susceptible to contamination by leaching agricultural and industrial pollutants, by substances from leaking underground storage tanks, and so on.
IBCJUBU the kind of place in which an organism usually lives. A single habitat may satisfy the needs of many different types of organisms.
IBMG MJGF a measure of radioactivity, different for each element or isotope, defined as the average time it takes for half the atoms of a sample to undergo radioactive decay. Half-lives vary from trillions of years to fractions of seconds. For example, the half-life of samarium-152 is 1,012 years; that of polonium-212 is 3 Ă&#x2014; 10â&#x2C6;&#x2019;7 seconds.
IB[BSEPVT XBTUFT wastes that may cause illness or death or pose other threats to human health or that may harm the environment.
GPPE XFC a group of interrelated food chains in an
IFSCJWPSF an animal that feeds on plants.
ecosystem.
IZESPDBSCPOT compounds in fossil fuels such as
GPTTJM GVFMT coal, oil, and natural gas formed from
petroleum, natural gas, and coal that contain carbon and hydrogen; may be carcinogenic.
the remains of organisms that lived millions of years ago.
IZESPQPOJDT the growing of plants without soil,
electrical energy.
by the use of water containing the necessary mineral nutrients.
HFOPUPYJOT pollutants that interfere with cell
JODJOFSBUJPO the destruction of waste products by
GVFM DFMM a device that converts chemical energy to
reproduction.
fire in furnaces.
HMPCBM XBSNJOH an increase in the average
JOUFSDSPQQJOH an agricultural technique in which two or more crops are grown side by side in alternating rows in combinations that increase soil fertility and crop yields.
temperature at Earthâ&#x20AC;&#x2122;s surface. People often use the term global warming to refer specifically to the warming observed since the mid-1800s. Global surface temperatures have risen chiefly because of a process called the greenhouse effect.
XXX 48BEWBOUBHF DPN
747
4FDUJPO 4QSFBE ENERGY, in physics, is a quantity
'PSNT PG &OFSHZ
related to work. Energy has many forms. For example, you use mechanical energy to toss a ball. Heat energy warms a room. Electric
Energy, the capacity for doing work, can exist in many forms. Two forms of energy are fundamental.
energy makes a lightbulb glow. And chemical
â&#x20AC;˘ QPUFOUJBM the energy an object or particle has due
energy provides the driving force for an automobile.
to its position
â&#x20AC;˘ LJOFUJD energy of motion
An object can posses both potential and kinetic energy at the same time. (See also pages 312â&#x20AC;&#x201C;313.)
1PUFOUJBM &OFSHZ 1PUFOUJBM FOFSHZ is the energy a body possesses by virtue of its location. Water in a reservoir, or a weight lifted to an elevated position, has potential energy that can be converted by a machine into a more desirable or convenient form. Gravitational potential energy is the most common form. Since Earthâ&#x20AC;&#x2122;s gravity attracts all bodies, work is required to move an object farther away from the center of the earth. The physical work done to move the object represents energy that is then â&#x20AC;&#x153;storedâ&#x20AC;? in the object due to its farther distance from the center of gravity of Earth. Some other forms of potential energy include chemical potential energy which is energy contained in chemical bonds, and electrical potential energy. which is energy due to the relative position of two electrically charged objects. Frequently the symbol 6 is used to represent forms of potential energy.
,JOFUJD &OFSHZ K
max potential energy = max kinetic energy
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756
,JOFUJD FOFSHZ involves motion. A bird in flight, a spinning wheel, and a speeding car all possess kinetic energy. The amount of work done to bring a moving object to rest, or the work required to produce the velocity at which the body moves, is a measure of its kinetic energy. Often the symbol ,& is used to represent kinetic energy.
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&OFSHZ $POWFSTJPO Energy can be converted from one form into another form. For example, a coal-burning power plant converts chemical energy to electric energy. The following description of that process will help you understand various forms of energy and how they can be converted.
The coal has potential energy in the form of chemical energy. That energy is stored in electrons of atoms that make up molecules in the coal. (Not pictured.)
When the coal burns, its molecules change as bonds break and other bonds form. As the molecules change, electrons release energy, which is immediately converted to heat energy. The hotter an object, the greater the kinetic energy of its atoms and molecules.
In the power plant, the molecular changes that occur when the coal burns create hot gases. In the next stage of the process, heat energy in the gases changes to heat energy in the metal that makes up a boiler, then to heat energy in molecules of water inside the boiler. As the water molecules absorb heat energy, they move more and more rapidly. Eventually, they move so rapidly that water turns to steam.
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The steam flows from the boiler through pipes to a device known as a steam turbine. The turbine has several wheels with fanlike blades. The steam rushes through the blades, pushing against them and thereby spinning the wheels. In this stage, heat energy of the steam is converted to mechanical energy of the turbine.
The turbine is connected to a machine called an electric generator. The generator converts mechanical energy of the spinning turbine to electric energy. That energy is partly kinetic and partly potential.
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757
.PUJPO .PUJPO is a change of position in space. Moving things surround us. When we catch a ball or safely cross a busy street, we use our understanding of motion. Physicists study motion to better understand the world.
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All motion is relative. That means that an object can only be described as moving or stationary in relation to another object. On an airplane in flight, for example, two passengers sitting in their seats are moving rapidly relative to the ground. But they are stationary relative to each other. This concept, called SFMBUJWJUZ, presents special challenges to our understanding of motion.
as the principle of inertia. *OFSUJB is the tendency of an object to continue moving if it is moving and to remain motionless if it is at rest. Newtonâ&#x20AC;&#x2122;s first law has two important parts.
In the 1600s, the relationship of force to motion was described in three laws formulated by Sir Isaac Newton. These laws can help us understand the kinds of motion we see every day.
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A body at rest remains at rest unless acted on by an outside force.
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762
force acting on an object produces an acceleration equal to the force divided by the mass of the object. This relationship is usually written as the equation ' NB, where ' is the force, N is the objectâ&#x20AC;&#x2122;s mass, and B is the acceleration.
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"DDFMFSBUJPO JODSFBTFT XJUI GPSDF Imagine two people pulling two identical wagons. If one person exerts more force, that personâ&#x20AC;&#x2122;s wagon will accelerate more. (See pages 764â&#x20AC;&#x201C;765.)
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"DDFMFSBUJPO EFDSFBTFT XJUI NBTT Imagine two people using the same amount of force to pull two identical wagons. One wagon is empty. The other is loaded with rocks. The full wagon will accelerate less than the empty wagon because the full wagon has more mass.
5IJSE -BX PG .PUJPO The third law states that for every action or force, there is an equal and opposite reaction or force. For example, rockets take off by expelling gases. The downward motion of the gases creates a reaction of the rocket upward. The reaction helps it overcome gravity and fly into space. In the case of Earth, the planet tugs at the sun in reaction to the sunâ&#x20AC;&#x2122;s pulling on it. But because the sun has much more mass than Earth does, the sun accelerates little in response.
'SJDUJPO Many kinds of motion we encounter every day are more complicated. Imagine, for example, rolling a ball across the ground. Newtonâ&#x20AC;&#x2122;s first law states that an object in motion will continue moving unless acted on by an outside force. However, we know from experience that the ball will eventually slow down and stop. According to Newtonâ&#x20AC;&#x2122;s laws, some force must have acted on the ball. Physicists call this force GSJDUJPO. Friction occurs when one surface moves over another. As the ball rolls, its outer surface rubs against the ground. This rubbing generates a force of friction that slows the ballâ&#x20AC;&#x2122;s movement. The effects of friction complicated early efforts to understand motion. Newton developed his laws by studying planets. The planets experience almost no friction as they move through nearly empty space. Friction is the reason why
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
the tires of a car grip the road. a conveyor belt turns on pulleys without slipping.
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U JT UJNF T = W U + HU
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ice is more slippery than concrete.
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763
8PSL 8PSL, in physics, is a result of a force moving an object through a distance against a resistance. Work is a word used to describe many things in everyday life. People go to work, they do yard work, or they even work through problems. In physics, though, two specific factors define work:
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the amount of force applied and the displacement an object achieves as it moves.
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For example:
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A truck does perform work when it moves the same load up a hill.
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People do work when lifting, pushing, or sliding an object from one place to another.
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They do no work when holding an object without moving it, even though they may become tired.
Work occurs only when the force is sufficient to move the object. (See pages 764â&#x20AC;&#x201C;765.) If the object does not move, no work is done. In other words, work is a measure of what is done, not the effort applied in attempting to move the object.
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8PSL &OFSHZ 5IFPSFN When someone goes shopping at a grocery store, they often grab a shopping cart in which to put their groceries. The shopping cart is initially sitting at rest with a velocity of 0 m/s, then as a force is applied the cart begins to move. It accelerates from rest, so its velocity is no longer zero. Work is definitely done on the cart because it achieves a displacement while force is applied. When work is done, then the kinetic energy of the cart must change as it accelerates. This relationship between work and kinetic energy is called the Work-Energy Theorem.
770
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Sometimes work is done quickly, like when an elevator is rapidly tugged upwards in a tall building. Work can also be done slowly, such as pushing a large piece of furniture across a room. The rate at which work is done is called power. Power is how much work is done or how much energy changes per unit of time. W P= _t where 1 stands for power, 8 for work, and U for time. Power is typically measured in watts but can also be measured in horsepower. A task requires the same amount of work or energy whether it is done quickly or slowly. But the faster the task is done, the greater the power required. For example, to push a load of bricks 10 feet in 10 seconds takes twice as much power as does pushing the same load the same distance in 20 seconds.
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#MBDL )PMFT BOE #JOBSZ 4UBST #MBDL )PMFT A CMBDL IPMF is a region of space whose gravitational force is so strong that nothing can escape from it. A black hole is invisible because it even traps light.
/FVUSPO 4UBS -JNJUT Just as there is a limit to the mass of a dwarf star consisting of electron-degenerate matter, there is an upper mass limit to the existence of a neutron star. (See pages 946â&#x20AC;&#x201C;947.) This limit is estimated to be about 3 solar masses. Above that value, the stellar core of neutron-degenerate matter cannot support itself and begins collapsing even further into a black hole.
3FMBUJWJUZ BOE #MBDL )PMFT The fundamental descriptions of black holes are based on equations in the theory of general relativity developed by the physicist Albert Einstein. Einsteinâ&#x20AC;&#x2122;s theory describes gravity as the degree of curvature of space-time.
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950
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A CJOBSZ TUBS or a EPVCMF TUBS is a pair of stars that revolve around each other and are held together by gravity.
Persei, derives its name from an Arabic word meaning HIPVM likely due to the starâ&#x20AC;&#x2122;s unusual periodic brightening and dimming. Algol appears to be a single star, but it is actually a type of double star called an FDMJQTJOH CJOBSZ In such a binary, a pair of stars revolve around each other so that one periodically blocks the light of the other. This action reduces the brightness of the double star as viewed from the earth.
#JHHFS $MPTFS 'BTUFS The orbital speed of binary stars depends mostly on two factors.
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Some are so close as to almost touch and can go around each other in just a few hours or minutes. Other pairs may be separated by many times the diameter of the solar system and take a million years to revolve around each other.
5IF /VNCFST Perhaps as many as 25 percent of the stars in our galaxy have a partner. Some stars have more than one partner. The â&#x20AC;&#x153;starâ&#x20AC;? Castor in the Gemini constellation is at least six stars. Most stars belong to double or multiple star systems.
'JOEJOH #JOBSJFT The existence of close binaries can be revealed by a spectrograph.
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When, in its motion, a component approaches Earth, its spectral lines are shifted by the Doppler effect toward the blue end of the spectrum and reduced in wavelength.
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Half a cycle later, when this component recedes from Earth, the lines shift toward the red and the wavelengths increase.
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This Doppler shift can easily be measured. It has led to the discovery of many spectroscopic binaries.
$POUBDU #JOBSJFT The stars in some binaries are so close that they touch. In these DPOUBDU CJOBSJFT the gravity of each star distorts its companion, causing enormous tides to form on the surfaces of both stars. Violent events can occur in such close pairs.
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One star may become an 9 SBZ QVMTBS a star that radiates X-rays in precisely timed bursts.
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Other close pairs radiate powerful radio waves. In others, one of the stars pulls matter to itself from the other star. This matter may explode in nuclear reactions, causing the star to flare brightly.
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THE 4FDUJPO 4QSFBE UNIVERSE is everything.
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It consists of all matter and all light and other forms of radiation and energy. It includes everything that exists anywhere in space and time. All stars, including the sun, are part of the universe. Some other stars also have planetary systems. In addition to planets, stars, and other bodies, the universe contains gas, dust, magnetic
In the 1920s, the American astronomer Edwin P. Hubble discovered that the universe contains many other galaxies beyond our own. The observable universe includes billions, possibly even trillions, of galaxies. Each galaxy consists of from hundreds of thousands to trillions of stars.
$MBTTJfiDBUJPO Galaxies come in a variety of sizes and shapes.
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4QJSBM (BMBYJFT About 17 percent of galaxies that astronomers can observe through a telescope have a structure with spiral arms comparable to that of our own galaxy or to that of the Andromeda galaxy. However, among the 1,000 brightest galaxies, almost 70 percent have a spiral structure.
&MMJQUJDBM (BMBYJFT Eighty percent of all galaxies are elliptical, with no spiral arms and little or no visible structure.
*SSFHVMBS (BMBYJFT A small percentage of galaxies have irregular shapes. The Large and Small Magellanic Clouds are irregular galaxies.
$MFBO PS %VTUZ Spiral galaxies and irregular galaxies contain large amounts of interstellar gas and dust and large numbers of newly formed stars. It is believed that supernovas, which occur much more frequently in elliptical galaxies, keep these galaxies clean of interstellar gas and dust and thus prevent the formation of new stars.
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5IF -PDBM (SPVQ Our galaxy has several neighbors, of which the Small and Large Magellanic Clouds are the closest. These galaxies are members of the so-called -PDBM (SPVQ which also includes the Andromeda galaxy and dozens of smaller galaxies in a diameter of about 6.5 million light-years. These galaxies are so close that they interact gravitationally. For example, the plane of the Andromeda galaxy is somewhat warped by the presence of two satellite galaxies and, under mutual gravitational attraction, it approaches our galaxy with a speed of 110 kilometers (70 miles) per second.
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XXX 48BEWBOUBHF DPN
Regular clusters are generally spherical, with more galaxies toward the center.
*SSFHVMBS DMVTUFST are less symmetrical and contain fewer galaxies. They usually contain about 100 times the mass of our galaxy. Irregular clusters with a small number of galaxies generally contain spiral galaxies. Those with a large number of galaxies generally contain elliptical galaxies.
4VQFSDMVTUFS The Local Group, the Virgo Cluster, and the Coma Cluster are relatively close and form a supercluster. About 50 superclusters, which are clusters of clusters, have been identified in the universe.
957
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" 1MBHVF PG %JDUBUPSTIJQT
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#FUXFFO UIF 8BST "TJB
" 4USVHHMF GPS $JWJMJBO $POUSPM 5IF 3JTF PG "TJBO $PNNVOJTN
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$MJNBUF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8JOET BOE 8FBUIFS 8PSME $MJNBUFT
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)VNBO *NQBDU
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3FHJPOT PG UIF 8PSME
4UBSJOH 0VU GSPN UIF 3VCCMF 3FCJSUI JO &VSPQF BOE +BQBO *OEFQFOEFODF JO *OEJB
XXX 48BEWBOUBHF DPN
0VS 8PSMEXJEF 'PPUQSJOU
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15
$POUFOUT (3".."3 GRAMMAR
83*5*/( "/% 3&4&"3$) ( WRITING AND RESEARCH (CONT.)
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.
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%PDVNFOUJOH 4PVSDFT . . . . . . . . . . . . . . . . . . . . . . 8IZ #PUIFS .-" BOE "1" 8PSLT $JUFE
.
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SPECIAL 41&$*"- "%7"/5"(&4 ADVANTAGES WRITING AND RESEARCH 83*5*/( "/% 3&4&"3$)
.-" BOE "1" 8PSLT $JUFE . 4ZOPOZNT BOE "OUPOZNT .
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1BSUT PG 4QFFDI. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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&TTBZT
.
$SJUJDBM &TTBZT 1FSTPOBM &TTBZT 1SPDFTT &TTBZT
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.
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3FTFBSDI 1BQFST. . . . . . . . . . . . . . . . . . . . . . . . . . . . 0WFSWJFX "OBMZUJDBM 3FTFBSDI 1BQFST "SHVNFOUBUJWF 3FTFBSDI 1BQFST
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16
.
1VODUVBUJPO 3VMFT
.
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.
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70$"#6-"3: VOCABULARY
41&",*/( SPEAKING
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-PPL *U 6Q
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#VJMEJOH 7PDBCVMBSZ . . . . . . . . . . . . . . . . . . . . . . . .
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&UZNPMPHZ
.
.
%FMJWFSJOH B 4QFFDI . . . . . . . . . . . . . . . . . . . . . . . .
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&EVDBUFE (VFTTJOH .
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.
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.
5IF 'JSTU 1FSJPE 5IF 4FDPOE 1FSJPE 5IF 5IJSE 1FSJPE 5IF 'PVSUI 1FSJPE
READING 3&"%*/( "VUIPS BOE "VEJFODF . 5IF "VUIPS 5IF "VEJFODF
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4USBUFHJFT
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XXX 48BEWBOUBHF DPN
17
INDEPENDENCE
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The Revolutionary War began on April 19, 1775, when British soldiers and American patriots clashed at Lexington, Massachusetts, and at nearby Concord. The war would last 8 years. Although the British won many battles, they gained little from their victories. The American patriots were able to form new forces and fight on.
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46
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XXX 48BEWBOUBHF DPN
47
THE CIVIL WAR
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Between December of 1860 and February of 1861, six states seceded (withdrew) from the United States. They banded together to form the Confederate States of America. (Five more would leave the Union and join the Confederacy in
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would last 4 years.
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XXX 48BEWBOUBHF DPN
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#JPHSBQIJFT PG 4FMFDUFE 1SFTJEFOUT 'SBOLMJO %FMBOP 3PPTFWFMU served from 1933 to 1945â&#x20AC;&#x201D;the longest tenure of any American president. After he guided the nation through the worst of the Great Depression, he helped lead the Allies to victory in World War II. Roosevelt was born January 30, 1882, in Hyde Park, New York. During his first years as president, he quickly developed and implemented a broad series of public programs called the New Deal. Designed to boost the economy and to broaden social benefits, the programs met with mixed success. Initially, Roosevelt focused on emergency relief and preliminary steps toward recovery by stabilizing banks, giving cash to the poor, helping farmers, and creating new jobs. Later, he worked toward the broader goal of laying the foundation for a stable financial future for all Americans. Ultimately, it was World War II that healed the economy as the country raced to manufacture materials for the war effort. Still, the soothing influence of Rooseveltâ&#x20AC;&#x2122;s optimism over the American people through the darkest days of the Depression would be difficult to overstate. Before the surprise attack on Pearl Harbor in 1941, Roosevelt had provided extensive aid to Great Britain while maintaining an official policy of neutrality toward the conflict. After the Japanese assault drew the United States into the fray, Roosevelt proved himself an effective wartime leader. Roosevelt died of a cerebral hemorrhage on April 12, 1945, less than a month before the Germans surrendered and the Allied victory transformed the United States into a global power.
234
)BSSZ 4 5SVNBO (born May 8, 1884) became president following the sudden death of Franklin Delano Roosevelt on April 12, 1945. With the United States mired in World War II, the new leader faced many challenges. While the Germans surrendered mere weeks after Truman took office, Japan showed no sign of relenting. Appalled by the prospect of losing more American lives, he decided to hasten the end of the war by dropping atomic bombs on the Japanese cities of Hiroshima and Nagasaki. The bombs killed more than 100,000 people instantly, and the war was over within the month. Truman continued to face tough foreign policy decisions throughout his presidency. He worked hard to contain the growing influence of the Soviet Union, which had become increasingly antagonistic toward the United States after the war. He supported countries in Europe that were vulnerable to Communist influence. He intervened in the Korean War with the support of the United Nations, which he had helped establish. On the domestic front, Truman dealt with public unrest as the economy switched gears after the war. While the transition was shaky at first, it was ultimately successful. Truman started pursuing his domestic program, the Fair Deal, in 1949. It called for a wide variety of public programs and reforms, including civil rights and national health insurance. While most of his wish list never made it past Congress, Truman was successful in raising the minimum wage and expanding Social Security. After Truman left office in 1953, he lived in Missouri until his death in 1972.
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In 1961, Kennedy secretly backed a group of Cuban rebels that tried to overthrow Fidel Castro. That failed attempt, known as the Bay of Pigs Invasion, was both an embarrassment and a setback for the American government. In 1962, the Cuban Missile Crisis erupted when it became known that the Soviets were building stockpiles of missiles in Cuba. A tense standoff eventually gave way to an important nuclear weapons treaty between the United States and the Soviet Union. At home, Kennedyâ&#x20AC;&#x2122;s domestic agenda was thwarted somewhat by a lack of Congressional support. He enjoyed limited success in passing legislation that promoted economic and social programs. While Kennedy supported civil rights for African Americans, he felt he had limited power to introduce legislation during his first term. He enforced desegregation in Southern schools with military troops and upheld other antidiscrimination laws, but leaders in the civil rights movement, including Martin Luther King, Jr., pressed him for further action. The president started making more progress on this front shortly before he was killed.
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#JPHSBQIJFT PG 4FMFDUFE 1SFTJEFOUT 3POBME 3FBHBO a popular Republican, focused on the economy and the strength of the U.S. military during his two-term presidency (1981 to 1989). Born February 6, 1911, in Tampico, Illinois, Reagan spent his formative years in the Midwest before he moved to Hollywood to pursue a career in radio and film. As an actor and president of the Screen Actors Guild, he started moving in Republican circles. His anti-Communist stance helped launch his career as a politician. He served as governor of California from 1967 to 1975. In 1981, just 2 months into his presidency, Reagan was shot in Washington, D.C. While he was gravely injured, his positive attitude and quick recovery cemented his popularity with the American public. Throughout his presidency, Reagan’s domestic policy was centered on economic reform. He decreased government spending on public programs and lowered taxes. While the U.S. economy rebounded from a recession during his watch, the national debt increased and homelessness became a prominent issue. Reagan’s foreign policy was based on a strong defensive stance. During his 8 years in office, the U.S. defense budget was increased by 35 percent. Where his predecessors carefully handled the country’s strained relationship with the Soviet Union, Reagan was more bold. Still, by the end of his term, he had negotiated important arms reductions agreements with Mikhail Gorbachev, which helped end the Cold War. In 1994, five years after he left the White House, Reagan announced that he had been diagnosed with Alzheimer’s disease. He died in 2004.
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(FPSHF )FSCFSU 8BMLFS #VTI T presidency (1989 to 1993) coincided with a tumultuous time in history. His foreignpolicy decisions helped the U.S. maintain its steady footing as the rest of the world changed. Bush was born June 12, 1924, in Milton, Massachusetts. Before college, he served as a distinguished Navy pilot during World War II. After establishing himself in the oil industry in Texas, he held a wide variety of prestigious political offices, including Ambassador to the United Nations and Director of the Central Intelligence Agency. These appointments culminated in the two terms he served as vice president under Ronald Reagan. His extensive experience in Washington proved valuable as Bush embarked upon his own presidency, when the world’s political landscape was rapidly shifting. He skillfully handled the country’s relationship with the East through the collapse of the Soviet Union in 1991. He also removed Communist dictator General Manuel Noriega from power in Panama. Bush’s biggest accomplishment was his victory in the Gulf War, which curtailed the aggression of Iraq against Kuwait. Bush organized an international coalition of countries in a war effort that lasted less than 2 months, temporarily restoring stability to the Middle East. Meanwhile, on the domestic front, Bush faced challenges such as a large national deficit, a lack of funding for federal programs, and a failing economy. The public perceived him as placing too much emphasis on foreign affairs—a mistake that cost Bush the presidential election in 1992 to Bill Clinton.
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ECONOMIC CONCEPTS: SUPPLY AND DEMAND The supply of a product is the amount of it that businesses are willing and able to offer for sale at alternative prices. The demand for a product is the amount of it that users can and would like to buy at alternative prices. Because the amount that producers actually sell must be the same as the amount that users actually buy, the only price at which everyone can be
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356
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6UJMJUZ How does a consumer make any choice at all in an entire marketplace of products? To explain how individuals evaluate the tradeoffs among competing products, economists use the term VUJMJUZ. Utility describes the amount of satisfaction an individual gains from consuming a product.
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In 1900, Europe dominated the world politically, economically, and culturally. Through its imperialism, it had carved up much of Asia and Africa into colonial preserves. Through its industrialism, it had developed prospering economies, unrivaled financial power, and formidable military might. Yet within a short time, all this would change. In 1914, Europe engulfed itself in a world war that ultimately destroyed its world primacy. Conflicting interests among the nations of Europe created dangerous rivalries for colonies, greater national glory, and superior military might. Another matter was the â&#x20AC;&#x153;Eastern questionâ&#x20AC;? of who would control Eastern Europe, including the Balkan peninsula north of Greece.
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Soon after British forces evacuated Dunkirk in their retreat from the continent in 1940, the United Kingdom started to plan a return to France. In 1942, the United States and the United Kingdom began to discuss a large-scale invasion across the English Channel. Throughout 1943, preparations moved ahead for an invasion of northern France the following year. The invasion plan received the code name Operation Overlord. General Eisenhower, as supreme commander of the Allied forces, chose Monday, June 5, 1944, as D-Dayâ&#x20AC;&#x201D; the date of the Normandy invasion. However, rough seas forced him to postpone until June 6. During the night, thousands of ships carrying landing craft and more than 130,000 landing troops crossed the channel. Minesweepers had gone ahead to clear the water. In addition, about 23,000 paratroopers and glider troops began dropping behind German lines to capture bridges and railroad tracks. At dawn, battleships opened fire on the beaches. At 6:30 a.m., soldiers from the United States, the United Kingdom, Canada, and France stormed ashore on a 60-mile (100-kilometer) front in the largest seaborne invasion in history.
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D-Day took the Germans by surprise, but they responded fiercely. At one landing site, code-named Omaha Beach, U.S. troops came under heavy fire and barely managed to stay ashore. Nevertheless, all five Allied landing beaches were secure by the end of D-Day. By the end of June 1944, about 1 million Allied troops had reached France. The Allied forces advanced slowly. During August, the Allies cleared the Germans out of most of northwestern France. Allied bombers hounded the retreating Germans. More than 50,000 Allied troops and aviators died in the Battle of Normandy.
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The Allies began their final assault on Germany in early 1945. British and Canadian forces cleared the Germans out of the Netherlands and swept into northern Germany. American and French forces raced toward the Elbe River in central Germany. Hitler ordered his soldiers to fight to the death. But seeing the war was over, large numbers of German soldiers surrendered each day. By April 25, 1945, Soviet troops had surrounded Berlin. From a bunker deep underground, Hitler ordered German soldiers to fight on. On April 30, however, Hitler killed himself rather than face defeat.
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5IF )PMPDBVTU When Adolf Hitler became dictator in 1933, he instituted a crackdown on the Jewish population. Hitler and the Nazis made it impossible for Jews to remain in the professions, businesses, or universities of Germany. In 1942, the Nazi elite gathered in Potsdam to put the finishing touches on a plan called the â&#x20AC;&#x153;Final Solution.â&#x20AC;? This plan foresaw the killing of all Jews in lands controlled by Germany, as well as all physically and mentally handicapped people and all Gypsies. In death camps such as Auschwitz and Buchenwald, victims were led off to gas chambers or killed and then thrown into common ditches for graves. Six million Jews and about 2 million others died in this manner.
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The fighting in Berlin claimed the lives of over 70,000 Soviet soldiers. The Germans propped up their ramshackle remaining units with children and elderly reservists. Thousands of them died in that last week of fighting. On May 7, 1945, General Alfred Jodl, chief of staff of the German armed forces, signed a statement of unconditional surrender at Eisenhowerâ&#x20AC;&#x2122;s headquarters in Reims, France. World War II had ended in Europe. The Allies declared May 8 as V-E Day, or Victory in Europe Day.
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3FTJTUBODF Initially, the Jews tried to thwart the Nazis by nonviolent means. Also, it was difficult and dangerous for the Jews to obtain weapons. AntiSemitism was widespread, and Jewish resistance did not have popular support. Jewish fighters could not disappear among the population because non-Jews might betray them. But many Jews who managed to escape the ghettos joined secret bands of fighters against the Nazis. And some non-Jewish individuals risked their lives to smuggle Jews to safety. Some Jews in ghettos, slave labor camps, and death camps did fight. In 1943, thousands of Jews revolted in the ghetto in Warsaw, Poland. Although the Jews were surrounded and poorly armed, they held out for about 4 weeks. But the Nazis either killed or sent to death camps all of the 60,000 Jews in the ghetto. In 1943, uprisings took place at the Treblinka and Sobibor death camps. In 1944, prisoners at Auschwitz revolted and set fire to a crematorium. A few prisoners escaped during each uprising, but most were killed. Such revolts were often acts of desperation. They erupted when the Jews understood Nazi intentions and had abandoned hope of survival. The fighters also hoped to protect Jewish honor and to avenge Jewish death.
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â&#x153;&#x201D; 5IF "MMJFT JOWBTJPO PG 'SBODF PO % %BZ XBT UIF MBSHFTU TFBCPSOF JOWBTJPO JO IJTUPSZ
â&#x153;&#x201D; *O UIF /B[JT QVU UIF GJ
JTIJOH UPVDIFT PO B QMBO DBMMFE UIF i'JOBM 4PMVUJPO w B QMBO UIBU DBMMFE GPS UIF LJMMJOH PG BMM +FXT JO MBOET DPOUSPMMFE CZ (FSNBOZ BT XFMM BT BMM QIZTJDBMMZ BOE NFOUBMMZ IBOEJDBQQFE QFPQMF BOE BMM (ZQTJFT
559
*OUSPEVDUJPO
PARTS OF SPEECH are the word categories of language. Words belong to the same category if they show
Every word in a sentence has a job. A word can change jobs depending on when, where, and how itâ&#x20AC;&#x2122;s used. We use labels called QBSUT PG TQFFDI to show how words work in different surroundings. There are eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Once you know a wordâ&#x20AC;&#x2122;s job, you can classify it as a particular part of speech. Some words act as only one part of speech. Other words are like lizards that change color to fit their surroundings. For example, the word EPXO may function as a noun, a preposition, or an adverb as shown in the examples below.
the same formal features or if they share a common function or position in a sentence.
OPVO QSFQPTJUJPO BEWFSC
652
The quarterback passed on third down. The ball sailed down the field. The receiver fell down.
( 3 ". . "3
1BSUT PG 4QFFDI
+PCT
&YBNQMFT
/PVOT
OBNF QFPQMF QMBDFT UIJOHT PS JEFBT
4VTBO DJUZ 5VFTEBZ MJCFSUZ
1SPOPVOT
SFQMBDF OPVOT
IF TIF JU
7FSCT
FYQSFTT BDUJPO PS B TUBUF PG CFJOH
GMJ ESBX SFBE BSF XBT
"EKFDUJWFT
EFTDSJCF OPVOT PS QSPOPVOT
VHMZ UJSFE QFBDFGVM
"EWFSCT
EFTDSJCF WFSCT BEKFDUJWFT PS PUIFS BEWFSCT
TBEMZ OJDFMZ TPPO
1SFQPTJUJPOT
FYQSFTT B SFMBUJPOTIJQ CFUXFFO B OPVO PS QSPOPVO BOE BOPUIFS XPSE JO UIF TFOUFODF
PG UP GPSXBSE
$POKVODUJPOT
DPOOFDU XPSET
BOE PS CVU
*OUFSKFDUJPOT
FYQSFTT TUSPOH FNPUJPO
8PX 0I (PTI
The parts of speech are like building blocks for every sentence. Many kids enjoy playing with blocks to construct all kinds of things they have seen and learned about. They use blocks of different shapes, sizes, and colors to build houses, forts, castles, towers, bridges, and roads. By trial and error, they learn how to use the blocks correctly so the things they build will stand on a solid foundation and not wobble or fall down. At first, the structures they build with their blocks are simple, using just a few pieces. But as children grow, so does their understanding of the physical principles involved in building with blocks, and the things they construct become more interesting and complex. They may create an entire city with schools, roadways, airports, office buildings, hospitals, houses, stores, streets, and parks. When children start to speak, their sentences, like their early block structures, are simple and small and make use of only a few parts of speech. As young people grow, so does their ability to use words in speaking, writing, and reading. If you want to communicate well, learning how to correctly put together the different parts of speech is as important as choosing the right sizes or shapes of building blocks to use. Learning the principal building blocks of language provides a firm foundation for logical thinking and for clear communicating.
XXX 48BEWBOUBHF DPN
5", */( "1"35 " . ", & # &-*& 7& 4& /5 &/$ & 8IFO ZPV VOEFSTUBOE IPX B MBOHVBHF GVODUJPOT ZPV DBO JEFOUJGZ UIF QBSUT PG TQFFDI FWFO JG NPTU PG UIF XPSET BSF OPOTFOTF 5IF QMPNJD CBTJOLFST QJSLFE UIF MBNQJY BU UIF TJNUFS DJQUJDBMMZ &YDFQU GPS UIF BOE BU UIF TFOUFODF JT NBEF VQ PG XPSET UIBU IBWF OP EJDUJPOBSZ NFBOJOH :FU JU TUJMM SFBET MJLF B TFOUFODF *U CFHJOT XJUI B DBQJUBM MFUUFS BOE FOET XJUI B QFSJPE &WFO UIPVHI UIF XPSET BSF OPOTFOTF UIFZ GPMMPX B GBNJMJBS QBUUFSO BOE SIZUIN .PSF JNQPSUBOUMZ UIF XPSET BDU MJLF BO &OHMJTI TFOUFODF 5IF XPSE CBTJOLFST JT B OPVO CFDBVTF JU IBT B QMVSBM FOEJOH T *U BMTP JT NBSLFE CZ UIF BSUJDMF UIF *O UIF TBNF XBZ MBNQJY BOE TJNUFS BSF OPVOT CFDBVTF CPUI BSF NBSLFE CZ UIF BSUJDMF UIF 5IF XPSE QMPNJD JT QSPCBCMZ BO BEKFDUJWF CFDBVTF JU BQQFBST CFUXFFO BO BSUJDMF BOE B OPVO 1JSLFE JT QSPCBCMZ B WFSC CFDBVTF FE JT B DIBSBDUFSJTUJD FOEJOH PG QBTU UFOTF WFSCT 5IF XPSE BMTP IBT B QPTJUJPO JO UIF TFOUFODF UZQJDBM PG B WFSC 8F LOPX UIBU QJSLFE JT B USBOTJUJWF WFSC CFDBVTF JU IBT BO PCKFDU MBNQJY "U UIF TJNUFS DBO CF JEFOUJGJFE BT B QI BTF UIBU NPEJGJFT QJSLFE UFMMJOH XIFSF "U JT B QSFQPTJUJPO PGUFO GPMMPXFE CZ BO PCKFDU $JQUJDBMMZ JT QSPCBCMZ BO BEWFSC CFDBVTF JU FOET JO MZ *U NBZ NPEJGZ QJSLFE
653
1SPOPVOT 1SPOPVOT are words that take the place of nouns. They are often used to avoid repeating the same noun over and over. The ape used to live at the zoo, but the ape recently escaped. The ape used to live at the zoo, but it recently escaped. The noun that a pronoun replaces is called an BOUFDFEFOU In the sentence above, the noun BQF is the antecedent of the pronoun JU
5ZQFT There are five types of pronouns: QFSTPOBM, SFMBUJWF, JOUFSSPHBUJWF, EFNPOTUSBUJWF, and JOEFfiOJUF.
1FSTPOBM QSPOPVOT refer to specific people or things. They can be
â&#x20AC;¢
the person speaking (first person): I think itâ&#x20AC;&#x2122;s my fault.
â&#x20AC;¢
the person spoken to (second person): You should make yourself some cupcakes.
â&#x20AC;¢
the person spoken about (third person): Heather wants to teach her monkey some tricks.
$0. 106 /% 46 # +&$ 54 "/% 0# + &$ 54 .PTU QFPQMF XPVME OPU TBZ i.F IBWF B OFX IPVTF w #VU B TVSQSJTJOH OVNCFS PG QFPQMF XPVME TBZ i+BOF BOE NF IBWF B OFX IPVTF w 8IFUIFS B TFOUFODF IBT B TJOHMF TVCKFDU PS B DPNQPVOE TVCKFDU UIF QSPOPVO JO UIF TVCKFDU TIPVME CF JO UIF OPNJOBUJWF DBTF 4JNJMBSMZ UP NPTU QFPQMF i5IF SPDLT IJU *w TPVOET XSPOH XIJMF iUIF SPDLT IJU +BOF BOE *w TPVOET GJO 8IFOFWFS ZPV IBWF B DPNQPVOE PCKFDU PS TVCKFDU JODMVEJOH B QSPOPVO FMJNJOBUF UIF PUIFS TVCKFDU UP TFF XIJDI DBTF UP VTF *G UIF QSPOPVO JT JO UIF PCKFDU QPTJUJPO SFDFJWJOH UIF BDUJPO PG UIF WFSC PS TFSWJOH BT UIF PCKFDU PG B QSFQPTJUJPO VTF UIF PCKFDUJWF DBTF 4FF BMTP QBHF
3FMBUJWF QSPOPVOT
connect a noun in the main part of the sentence with another group of words. Mr. Baggins is the artist who paints peacocks.
1FSTPOBM 1SPOPVOT
.S #BHHJOT is the noun. 8IP is the relative pronoun. The mystery book, which was a gift from Claireâ&#x20AC;&#x2122;s brother, held her spellbound from beginning to end. The committee that formulated this plan has been commended.
*OUFSSPHBUJWF QSPOPVOT are used to ask questions. The words are the same as relative pronouns.
/VNCFS 1FSTPO
/PNJOBUJWF 0CKFDUJWF 1PTTFTTJWF
What does this word mean?
4JOHVMBS first
I
me
mine
Who is going with you?
second
you
your
yours
third
he
him
his
she
her
hers
it
it
its
first
we
us
ours
second
you
you
yours
third
they
them
theirs
1MVSBM
656
3FMBUJWF BOE *OUFSSPHBUJWF 1SPOPVOT who which
whom whose that what
PARTS OF SPEECH ( 3 ". . "3
$BTF Personal pronouns and the pronouns XIP and XIPFWFS change their form depending on how they are used in a sentence. These changes show the DBTF of a pronoun. There are three cases: OPNJOBUJWF, PCKFDUJWF, and QPTTFTTJWF.
8"5$) 065 /FWFS VTF BO BQPTUSPQIF XJUI B QPTTFTTJWF QSPOPVO *ODPSSFDU ZPVS T JU T XIP T *U T BOE XIP T BSF DPOUSBDUJPOT NFBOJOH JU JT BOE XIP JT
$PSSFDU
ZPVST JUT XIPTF
%FNPOTUSBUJWF QSPOPVOT point out certain people, places, or things.
/PNJOBUJWF $BTF A pronoun used as the subject of a sentence is in the nominative case. I am the only one who knows how to get there.
/PNJOBUJWF $BTF 1SPOPVOT I
we
you
he
she
it
they
who
whoever
Pronouns used as predicate nominatives are also in the nominative case. It was I who called. Increasingly, people donâ&#x20AC;&#x2122;t use the nominative case in casual conversation. For example, many people say â&#x20AC;&#x153;itâ&#x20AC;&#x2122;s meâ&#x20AC;? instead of â&#x20AC;&#x153;it is I.â&#x20AC;? Itâ&#x20AC;&#x2122;s also common to hear â&#x20AC;&#x153;thatâ&#x20AC;&#x2122;s himâ&#x20AC;? instead of â&#x20AC;&#x153;that is he.â&#x20AC;?
0CKFDUJWF $BTF Use the objective case when a pronoun acts as a direct object, as an indirect object, or as an object of a preposition.
That is a huge pumpkin. Those are my favorite colors.
Kelly saw him at the dance.
This will be easy to fix.
%FNPOTUSBUJWF 1SPOPVOT
0CKFDUJWF $BTF 1SPOPVOT
this
that
me
us
you
these
those
him
her
it
them
whom
whomever
*OEFfiOJUF QSPOPVOT refer to people, places, or things in a more general (or vague) way than nouns do. Unlike other pronouns, indefinite pronouns have no antecedents. They are used when the appropriate noun is unknown or unspecified. The Lions Club sent invitations to everyone in the community.
*OEFGJ JUF 1SPOPVOT all
either
most
other
any
everybody
neither
several
anybody
everyone
nobody
some
anyone
everything
none
somebody
anything
few
no one
someone
XXX 48BEWBOUBHF DPN
1PTTFTTJWF $BTF The possessive case indicates ownership. My favorite number is four.
1PTTFTTJWF $BTF 1SPOPVOT my
mine
your(s)
his
her(s)
it(s)
our(s)
their(s)
whose
657
%JBHSBNT Diagramming is one way to grasp all the parts of a sentence and their relationship to each other. A sentence diagram is like a map of a sentence. It arranges the words in a way that makes it easy to see their relationships. Always begin your diagram with a horizontal line crossed with a vertical line.
.PEJfiFST If there are adjectives (including determiners) modifying a noun, put them on a diagonal line beneath the noun. Do the same with adverbs modifying the verb. " MJHIU TOPX GFMM TPGUMZ
1SFQPTJUJPOT 4JNQMF 4FOUFODFT On the left side of the horizontal line, write the simple subject of the sentence. The simple subject is either the main noun in a noun phrase or a pronoun. On the right side of the line, write the verb, including any auxiliaries.
When diagramming a prepositional phrase, write the preposition on a diagonal line beneath the word that the phrase modifies. Then write the noun or pronoun on a horizontal line, and put any adjective modifiers on diagonal lines below. 5IF XPNBO JO UIF SFE ESFTT IVSSJFE GSPN UIF SPPN
4OPX JT GBMMJOH
%JSFDU 0CKFDUT
*OEJSFDU 0CKFDUT
When the verb is transitive, draw a vertical line to the right of the verb. The vertical line should meet but not cross the base line. To the right of this line, write the main noun or pronoun of the direct object.
Diagram an indirect object as if it were a prepositional phrase with the preposition UP understood. Put UP in parentheses. 5IF FYQFSJFODF UBVHIU NZ GSJFOE B IBSE MFTTPO
-J[ MJLFT NF
-JOLJOH 7FSCT
$PNQPVOE 4VCKFDUT PS 1SFEJDBUFT
If the sentence has a linking verb, draw a diagonal line to the right of the verb. The line should meet but not cross the base line. To the right of this line, write the adjective complement or the predicate nominative.
To diagram compound sentence elements, place them on parallel lines. Connect the two lines with a dotted vertical line, and write the coordinating conjunction on it.
1FPQMF DBO CF OJDF
3BZ BOE #FSOJDF BUF MVODI UPHFUIFS UPEBZ
8F BSF TUVEFOUT 5IF DIJMESFO XBTIFE UIF EJTIFT BOE TXFQU UIe flPPS
682
SENTENCE PARTS ( 3 ". . "3
$PNQPVOE 4FOUFODFT
1BSUJDJQMFT BOE 1BSUJDJQJBM 1ISBTFT
To diagram a compound sentenceâ&#x20AC;&#x201D;that is, two simple sentences joined by a coordinating conjunctionâ&#x20AC;&#x201D; diagram each of the simple sentences, one above the other. Then connect them with a vertical dotted line and write the conjunction on that line.
A participle is diagrammed in a curve along a diagonal and a horizontal line. The complement of the participle, if any, is to the right on the horizontal line. -BVHIJOH +VEZ IBOEFE NF UIF TRVJSNJOH QVQQZ
5IF NBJM IBT DPNF CVU UIBU MFUUFS XBT OPU JO JU 5IF NBO TDSBUDIJOH IJT IFBE JT ZPVS OFX UFBDIFS
"QQPTJUJWFT
(FSVOET
To diagram an appositive, put the appositive noun or pronoun in parentheses after the noun that it renames or identifies.
A gerund is diagrammed the same way as a participle, except that it is placed on a pedestal. The bottom of the pedestal rests on the base line in a nounâ&#x20AC;&#x2122;s position.
4BN BO PME GSJFOE PG NJOF TFOU UIJT CPPL
)JT CFJOH UIF DVMQSJU TVSQSJTFE FWFSZPOF
3FMBUJWF $MBVTFT
*nfiOJUJWF 1ISBTFT
To diagram a relative clause, diagram the clause on its own line below the main line. With a dotted line, connect the noun thatâ&#x20AC;&#x2122;s being modified to the relative pronoun or relative adverb.
An infinitive phrase occupying a noun position is diagrammed the same way as a gerund. /PCPEZ XBOUT UP MFBWF UIF HBNF ZFU
5IPTF BQQMFT UIBU ZPV TFOU NF XFSF EFMJDJPVT
"EWFSCJBM $MBVTFT
5IJT JT UIF QMBDF XIFSF XF TBX IJN MBTU
An adverbial clause is diagrammed on a line below the base line. The subordinating conjunction is written along a diagonal dotted line that connects the word being modified to the clauseâ&#x20AC;&#x2122;s verb. *G * XFSF ZPV * XPVME CF DBSFGVM
XXX 48BEWBOUBHF DPN
683
PUNCTUATION is
&OE 1VODUVBUJPO
the use of certain marks in writing. It has one purpose: to make writing clear and easy to read. Like traffic signs, punctuation tells readers when to slow down, when go carefully, and when to
There are three kinds of end punctuation: the period, the question mark, and the exclamation point. End punctuation brings the reader to a full stop. Every sentence must end with one of these marks.
1FSJPET are at the end of an ordinary sentence.
pause or stop. This section covers 13
Ben is a good dog.
types of punctuation.
We should leave.
â&#x20AC;˘ Periods â&#x20AC;˘ Question marks â&#x20AC;˘ Exclamation points â&#x20AC;˘ Commas â&#x20AC;˘ Semicolons â&#x20AC;˘ Colons â&#x20AC;˘ Dashes â&#x20AC;˘ Hyphens â&#x20AC;˘ Ellipses â&#x20AC;˘ Parentheses â&#x20AC;˘ Brackets â&#x20AC;˘ Quotation marks â&#x20AC;˘ Apostrophes
694
2VFTUJPO NBSLT ask for information instead of stating it. Is Ben a good dog? When should we leave?
&YDMBNBUJPO QPJOUT give a sentence extra â&#x20AC;&#x153;oomph.â&#x20AC;? Ben is a good dog! We have to leave now!
1VODUVBUJPO NBSLT BSF TJHOBMT UIBU UFMM SFBEFST UP TMPX EPXO TQFFE VQ PS UBLF B CSFBL â&#x2013;ź 1VODUVBUJPO .BSL
.FBOJOH
1FSJPE
4JHOBMT B TUSPOH QBVTF
$PNNB
4JHOBMT B XFBL QBVTF
4FNJDPMPO
4JHOBMT B NFEJVN TUSFOHUI QBVTF
$PMPO
*OUSPEVDFT BEEJUJPOBM NBUFSJBM
1BSFOUIFTFT
4FUT BTJEF JOGPSNBUJPO GSPN UIF SFTU PG UIF TFOUFODF
#SBDLFUT < >
4FUT BTJEF JOGPSNBUJPO XJUIJO QBSFOUIFTFT
%BTI o
4JHOBMT BO JOUFSSVQUJPO
&MMJQTJT QPJOUT y
4JHOBMT BO PNJTTJPO PS B QBVTF
( 3 ". . "3
1FSJPET Periods are plain punctuation placed at the end of sentences that are statements or commands. Letâ&#x20AC;&#x2122;s see a movie. My cat caught a canary. Dad sold three pies at the bake sale. Periods signal the end of a thought, telling the reader to pause before moving on to the next sentence. They are also used in certain abbreviations, including initials, months, countries, titles, and other commonly abbreviated forms. T. S. Eliot Feb. Dr. and Mr. Green Finally, periods are used after numbers and letters on outlines and lists. Eating Contests I. Hot dog eating contests A. Dates B. Winners
2VFTUJPO .BSLT Question marks are placed at the end of sentences that ask something. Use question marks whenever you need more information. Were there lions at the circus? Whatâ&#x20AC;&#x2122;s your favorite book? Is there time to stop for snacks?
&YDMBNBUJPO 1PJOUT Exclamation points are used at the end of sentences that show strong feelings. Use exclamation points for emphasis whenever you have a strong point of view. I donâ&#x20AC;&#x2122;t want to go camping! Go away! What a great party!
XXX 48BEWBOUBHF DPN
3*( )5 "/% 830/( 16/$ 56"5* 0 / 5IFSF BSF UXP JTTVFT JO QVODUVBUJPO 5IF GJSTU JT B TJNQMF RVFTUJPO PG SJHIU BOE XSPOH " XSJUFS XIP FOET FBDI TFOUFODF XJUI B DPMPO SBUIFS UIBO B QFSJPE JT KVTU XSPOH CFDBVTF TFOUFODFT DBOOPU FOE XJUI B DPMPO *U T UIBU TJNQMF 5IF TFDPOE JTTVF JT MFTT DMFBS DVU JU T NPSF B NBUUFS PG TUZMF 4PNFUJNFT B XSJUFS JT GSFF UP DIPPTF QVODUVBUJPO UIBU TVJUT IJT PS IFS UBTUF 'PS JOTUBODF POF XSJUFS NJHIU DIPPTF UP VTF B TFNJDPMPO UP TFQBSBUF UXP DMPTFMZ SFMBUFE UIPVHIUT XIJMF BOPUIFS XSJUFS NJHIU DIPPTF UP VTF B QFSJPE 8JUI QSBDUJDF ZPV MM MFBSO XIJDI DIPJDFT NBLF ZPVS NFBOJOH NPTU DMFBS
695
THE SEVEN-STEP SYSTEM is a process you can use for
$IPPTJOH B 5PQJD
any writing project youâ&#x20AC;&#x2122;re assigned, whether
The first step is to choose a good topic. Spending extra time to set up a good writing project at the front end will help the later stages move faster. Most writing assignments demand a narrow topic so you have enough room for all the detail you need. For example, if you try to write a paper on a broad topic like the circulatory system, you will find yourself overwhelmed with information. A more manageable topic might be, say, how white blood cells fight disease.
itâ&#x20AC;&#x2122;s an informal essay or a long research report. The steps will help guide you through the process, including picking a good topic, constructing a strong thesis, and putting together your ideas in a logical order. Every time you write for school, organize your work according to this system. Eventually, the steps will become second nature.
1BQFS 5PQJDT 5PP #SPBE
.PSF .BOBHFBCMF
UIF DJSDVMBUPSZ TZTUFN
IPX XIJUF CMPPE DFMMT GJH U EJTFBTF
MJGF JO DPMPOJBM "NFSJDB
UPPMT VTFE CZ DPMPOJBM GBSNFST
TQBDF USBWFM
MJGF BCPBSE B TQBDF TUBUJPO
#BDLHSPVOE 3FBEJOH 8IFSF "N * JO UIF 4FWFO 4UFQ 4ZTUFN 5)& 4& 7&/ 4 5& 1 4 :4 5& . $IPPTJOH B 5PQJD (BUIFSJOH *OGPSNBUJPO $POTUSVDUJOH B 5IFTJT 0VUMJOJOH %SBGUJOH 3FWJTJOH 1SPPGSFBEJOH
If youâ&#x20AC;&#x2122;re having a hard time homing in on a topic, do some background reading to become more familiar with your subject. The 4PVUIXFTUFSO "EWBOUBHF 5PQJD 4PVSDF is designed for this specific purpose. As you read, think about what kinds of information you would like to include in your report and what can be left out. Itâ&#x20AC;&#x2122;s natural to find some sections that interest you more than others. This will help you pinpoint the aspect of the subject you would most like to write about. Make a list of points as you go to serve as a preliminary outline and research guide. Your list might just be a series of questions you hope to answer in your report. If youâ&#x20AC;&#x2122;re reading about life aboard space stations, you might ask questions like
â&#x20AC;¢ What does the inside of the station look like? â&#x20AC;¢ How big are the crewâ&#x20AC;&#x2122;s quarters? â&#x20AC;¢ How do astronauts eat? â&#x20AC;¢ How do they spend most of their time?
4PNF PG UIF NBUFSJBM JO UIF 8SJUJOH BOE 3FTFBSDI TFDUJPO QBHFT o JT SFQSJOUFE XJUI QFSNJTTJPO PG ,FOEBMM )VOU 1VCMJTIJOH $PNQBOZ GSPN Research for Writers: Advanced English Composition CZ 'MPSJEB $PNNVOJUZ $PMMFHF BU +BDLTPOWJMMF $PQZSJHIU ª CZ '$$+ 'PVOEBUJPO 'VSUIFS SFQSPEVDUJPO JT QSPIJCJUFE
706
83*5*/( "/% 3&4&"3$)
(FOFSBUJOH *EFBT
$VCJOH
Once youâ&#x20AC;&#x2122;ve settled on a topic, itâ&#x20AC;&#x2122;s time to think things through. Jot down some notes as you go. At this point, youâ&#x20AC;&#x2122;re just writing for yourself, so no one has to see. Techniques you can use to guide your thinking include CSBJOTUPSNJOH GSFFXSJUJOH and DVCJOH Give yourself about 15 minutes for each technique.
Cubing is like freewriting, but itâ&#x20AC;&#x2122;s more directed. It allows you to explore a topic from six perspectives.
#SBJOTUPSNJOH Make a list of words and phrases that relate to the topic as they come to mind. Donâ&#x20AC;&#x2122;t censor yourself. Just write down ideas without thinking about them too much.
'SFFXSJUJOH Freewriting is another good way to generate ideas. The technique is based on the belief that we often limit or block our creativity by focusing on details like grammar and word choice. Let your ideas flow freely by concentrating on your subject and allowing yourself to write as fast as you can, without editing or evaluating your words as you go. When your time is up, read over what youâ&#x20AC;&#x2122;ve written. Youâ&#x20AC;&#x2122;ll find that some ideas seem more useful than others. Circle or underline the words and phrases that seem to be headed in the right direction and ignore the rest.
1. Describe it 2. Compare it to another topic 3. Associate it with another topic 4. Analyze it 5. Explain how it can be used 6. Evaluate it (argue for or against it) Each perspective brings different questions into play. Freewrite on each perspective for three to five minutes. Donâ&#x20AC;&#x2122;t worry if you find yourself writing more questions than answers. The idea is to generate lines of inquiry, which will give you different ways to approach your topic. Keep in mind that there are other questions you can use to form the six sides of your cube. Journalists, for instance, often ask the questions XIP, XIBU, XIFO, XIFSF, XIZ, and IPX.
#SBJOTUPSNJOH JT B HSFBU XBZ UP HFOFSBUF JEFBT BT ZPV USZ UP DIPPTF B HPPE UPQJD â&#x2013;ś
XXX 48BEWBOUBHF DPN
707
(BUIFSJOH *OGPSNBUJPO Step 2 in the seven-step system is gathering information. This step is important enough to have its own section in this volume. (For more information, see the research section beginning on page 782.)
'JOEJOH 4PVSDFT Not all writing projects require research. For example, simple book reports rarely require you to consult outside sources. If youâ&#x20AC;&#x2122;re not sure what your project requires, check with your teacher. Most of the sources you use for your writing projects will be in the library or on the Internet. Common types of sources include
â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢ â&#x20AC;¢
books magazines newspapers encyclopedias Web sites dictionaries almanacs reference librarians original research (interviews, experiments, etc.)
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708
5BLJOH /PUFT As you gather information, take notes about the different sources you consult. Make sure you differentiate between the ideas that belong to other people and the ideas youâ&#x20AC;&#x2122;ve had yourself. Also, be careful to mark direct quotes so you donâ&#x20AC;&#x2122;t accidentally use someone elseâ&#x20AC;&#x2122;s words as your own. Think about the kinds of evidence you might want to use to support your claim, which might include
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Approach your research materials with a critical eye. As you read, digest the information by thinking about how you might use it in your writing project. Questions you can ask yourself include
Donâ&#x20AC;&#x2122;t assume you can use every source you consult. Itâ&#x20AC;&#x2122;s important that you use good judgment to choose only the best and most relevant sources. Put aside any research material that isnâ&#x20AC;&#x2122;t up to snuff; it will do more harm than good.
%PFT UIF BVUIPS IBWF B CJBT Everyone has a point of view that informs their writing. Think about the perspective the author has on the material and how that perspective might have influenced his or her writing. 8IBU LJOE PG FYQFSUJTF EPFT UIF BVUIPS IBWF Does the writer have training or other credentials that make you trust (or distrust) his or her claims? Has the author written anything else on a similar topic?
)PX EPFT UIF TPVSDF SFMBUF UP NZ UPQJD Think about how the source relates to your writing project. If the connection doesnâ&#x20AC;&#x2122;t seem strong, drop what youâ&#x20AC;&#x2122;re reading and move to the next thing.
)PX DVSSFOU JT UIF TPVSDF Check the publication date. If itâ&#x20AC;&#x2122;s recent, youâ&#x20AC;&#x2122;re in good shape. If itâ&#x20AC;&#x2122;s older, ask yourself how much the topic has changed over time. Some topics, like literature, probably havenâ&#x20AC;&#x2122;t changed much. Others, like science, change so fast that an older source might contain outdated information.
%PDVNFOU :PVS 4PVSDFT Itâ&#x20AC;&#x2122;s important that you show your readers where to look for information that you use in your paper. As you take notes for your writing project, make sure to take down the details that will be required on your works cited page. Typically, this includes author, title, publication date, publisher, and page numbers. Note the url, page/topic name, and author (if listed) for Internet sources.
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As you read through the information you have assembled, you will begin to form certain opinions on your topic. You can use these opinions to develop a tentative thesis, which is a statement that summarizes the main thrust of the ideas in your paper. Think of your thesis as a work in progress. It can grow and change as your paper develops. The most important thing about a thesis is that it needs to make an argument. It would be difficult, if not impossible, to argue that the middle class pays 85 percent of the taxes in the United States. That statement is either correct or incorrect, so it is an ineffective thesis. Changing the thesis to assert that the middle class should pay more in taxes would be an arguable point.
There are three conditions that a good thesis should satisfy.
5IF UIFTJT TIPVME CF OFXT Your thesis should not be accepted as common knowledge. Obviously, the audience in this regard is crucial. It would seem entirely unnecessary to argue, for instance, that Earth circles the sun unless your audience consisted of primitive tribesmen, the Flat Earth Society, or thirteenth-century popes.
" UIFTJT NVTU CF VOEFSTUBOEBCMF Keep in mind that your readers probably donâ&#x20AC;&#x2122;t know the topic as well as you do. Make sure you explain your ideas in terms that people will understand.
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must support your thesis with evidence. But keep in mind that what seems like good evidence to one group of readers might not seem strong to another group. If your thesis depends upon support from data compiled by the American Veal Association, for instance, and your audience is People for the Ethical Treatment of Animals (PETA), you really do not have a supportable thesis because the veal industry, for that audience, is not an authority. (See pages 798â&#x20AC;&#x201C;803.)
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710
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711
THE FIRST PERIOD
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In Shakespeareâ&#x20AC;&#x2122;s time, the English didnâ&#x20AC;&#x2122;t care about keeping careful records about matters that didnâ&#x20AC;&#x2122;t relate to the affairs of the Church or State. The information we have about Shakespeareâ&#x20AC;&#x2122;s
William Shakespeare was born in the small market town of Stratford-upon-Avon, the third of eight children. Traveling companies of professional actors began performing in Stratford.
life has been culled from records that are few and incomplete by modern standards,
He began attending the Stratford grammar school. Students spent around 9 hours a day studying mostly Latin. This might have been Shakespeareâ&#x20AC;&#x2122;s first exposure to ancient Roman authors like Cicero, Ovid, Plautus, Seneca, and Virgil, who were major influences on his work later in life.
including church registers and accounts of business dealings. By relating these records to what they know about English history, scholars have put together a fairly comprehensive account of his life. Still,
Shakespeare received a license to marry Anne Hathaway, the daughter of a local farmer.
gaps remain.
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Anne gave birth to the coupleâ&#x20AC;&#x2122;s first child, Susanna.
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Shakespeareâ&#x20AC;&#x2122;s son, Hamnet, died. The playwright purchased New Place, one of Stratfordâ&#x20AC;&#x2122;s two largest townhouses. Shakespeare became one of six shareholders who signed The Globe Theatreâ&#x20AC;&#x2122;s lease. Queen Elizabeth I died. She was succeeded by her cousin King James I, who actively supported the theater. He issued a royal license to Shakespeare and his fellow players that allowed the company to call itself The Kingâ&#x20AC;&#x2122;s Men. In return, the actors regularly entertained the king at court.
Shakespeare became a shareholder in the Lord Chamberlainâ&#x20AC;&#x2122;s Men, a theater company in London. His position as a shareholder helped him achieve a level of financial success unmatched by the dramatists of the age, many of whom lived in poverty.
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He published 5IF 3BQF PG -VDSFDF, another volume based on the works of Ovid. Despite the commercial success of these early publications, Shakespeare made no effort to make a career as a poet.
The writer bought a house in London.
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Shakespeare became widely known as Englandâ&#x20AC;&#x2122;s most successful playwright. Shakespeare died.
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1590 –1591 The plays of William Shakespeare’s first period tend to follow their sources more closely than the plots of Shakespeare’s later works.1MBZ Generally,
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develop his own flexible poetic style. For example, his descriptive poetry in this period is more flowery than directly related to the development of the characters of the story. Speeches often use highly patterned schemes that involve word and sound repetitions.
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The focus of Shakespeareâ&#x20AC;&#x2122;s second period was historical drama and Elizabethan romantic comedy. Particularly in his histories and comedies of this period, Shakespeare demonstrated his genius for weaving various dramatic actions into a
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965
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Elizabethans were keenly aware of death and the brevity of life. They lived in constant fear of plague. When an epidemic struck, they saw victims carted off to common graves.
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Yet death and violence also fascinated many Elizabethans. Londoners flocked to public beheadings of traitors, whose heads were exhibited on poles. They also watched as criminals were hanged, and they saw the corpses dangle from the gallows for days. +VMJVT $BFTBS 5SBHFEZ Elizabethan literature mirrored the violence and death characteristic of English life. Shakespeareâ&#x20AC;&#x2122;s tragedies, like other Elizabethan tragedies, involve the murder or suicide of many of the leading characters.
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In spite of their tolerance of cruelty, Elizabethans were extremely sensitive to beauty and grace. They loved many forms of literature, including poetic drama, narrative and lyric poetry, prose fiction, and essays. People of all classes enjoyed music, and English composers rivaled the finest composers in all of Europe.
968
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969
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BQQFMMFSBJT BQQFMMFSBJT BQQFMMFSBJU BQQFMMFSJPOT BQQFMMFSJF[ BQQFMMFSBJFOU KFUUFSBJT
BQQFMMF BQQFMMFT BQQFMMF BQQFMJPOT BQQFMJF[ BQQFMMFOU KFUUF
GPMMPXT UIF SVMF GPS VOBDDFOUFE F BT JO NFOFS BCPWF
BDIÃ&#x2019;UF
BDIÃ&#x2019;UFSBJ
BDIÃ&#x2019;UFSBJT
BDIÃ&#x2019;UF
FS F DIBOHFT UP Ã&#x2019; XIFO UIF XIFO VOBDDFOUFE BOE FOEJOH CFHJOT XJUI BO GPMMPXFE CZ B TJOHMF VOTUSFTTFE F DPOTPOBOU NFOFS UP MFBE
FUFS FMFS NPTU WFSCT
BQQFMFS UP DBMM
KFUFS UP UISPX
FUFS FMFS TPNF WFSCT
BDIFUFS UP CVZ
1008
FOREIGN LANGUAGE
"5 " ( - "/ $ &
*SSFHVMBS 7FSCT $POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F 1SFTFOU QBSUJDJQMF 1BTU QBSUJDJQMF BMMFS UP HP
BMMBOU BMMÏ
BTTFPJS UP TFBU
BTTFZBOU BTTJT
BTTFPJS UP TJU
BTTPZBOU BTTJT
BWPJS UP IBWF
BZBOU FV
CBUUSF UP CFBU
CBUUBOU CBUUV
CPJSF UP ESJOL
CVWBOU CV
1FSTPO
1SFTFOU *OEJDBUJWF
*NQFSGFDU *OEJDBUJWF
'VUVSF *OEJDBUJWF
1BTU *OEJDBUJWF
1SFTFOU 4VCKVODUJWF
KF UV JM FMMF OPVT WPVT JMT FMMFT
WBJT WBT WB BMMPOT BMMF[ WPOU
BMMBJT BMMBJT BMMBJU BMMJPOT BMMJF[ BMMBJFOU
JSBJ JSBT JSB JSPOT JSF[ JSPOU
BMMBJ BMMBT BMMB BMMÉNFT BMMÉUFT BMMÒSFOU
BJMMF BJMMFT BJMMF BMMJPOT BMMJF[ BJMMFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
BTTJFET BTTJFET BTTJFE BTTFZPOT BTTFZF[ BTTFZFOU
BTTFZBJT BTTFZBJT BTTFZBJU BTTFZJPOT BTTFZJF[ BTTFZBJFOU
BTTJÏSBJ BTTJÏSBT BTTJÏSB BTTJÏSPOT BTTJÏSF[ BTTJÏSPOU
BTTJT BTTJT BTTJU BTTÔNFT BTTÔUFT BTTJSFOU
BTTFZF BTTFZFT BTTFZF BTTFZJPOT BTTFZJF[ BTTFZFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
BTTPJT BTTPJT BTTPJU BTTPZPOT BTTPZF[ BTTPJFOU
BTTPZBJT BTTPZBJT BTTPZBJU BTTPZJPOT BTTPZJF[ BTTPZBJFOU
BTTPJSBJ BTTPJSBT BTTPJSB BTTPJSPOT BTTPJSF[ BTTPJSPOU
BTTJT BTTJT BTTJU BTTÔNFT BTTÔUFT BTTJSFOU
BTTPJF BTTPJFT BTTPJF BTTPZJPOT BTTPZJF[ BTTPJFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
BJ BT B BWPOT BWF[ POU
BWBJT BWBJT BWBJOU BWJPOT BWJF[ BWBJFOU
BVSBJ BVSBT BVSB BVSPOT BVSF[ BVSPOU
FVT FVT FVU FßNFT FßUFT FVSFOU
BJF BJFT BJU BZPOT BZF[ BJFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
CBUT CBUT CBU CBUUPOT CBUUF[ CBUUFOU
CBUUBJT CBUUBJT CBUUBJU CBUUJPOT CBUUJF[ CBUUBJFOU
CBUUSBJ CBUUSBT CBUUSB CBUUSPOT CBUUSF[ CBUUSPOU
CBUUJT CBUUJT CBUUJU CBUUÔNFT CBUUÔUFT CBUUJSFOU
CBUUF CBUUFT CBUUF CBUUJPOT CBUUJF[ CBUUFOU
KF UV JM FMMF OPVT WPVT JMT FMMFT
CPJT CPJT CPJU CVWPOT CVWF[ CPJWFOU
CVWBJT CVWBJT CVWBJU CVWJPOT CVWJF[ CVWBJFOU
CPJSBJ CPJSBT CPJSB CPJSPOT CPJSF[ CPJSPOU
CVT CVT CVU CßNFT CßUFT CVSFOU
CPJWF CPJWFT CPJWF CVWJPOT CVWJF[ CPJWFOU
XXX 48BEWBOUBHF DPN
*NQFSBUJWF WB BMMPOT BMMF[
BTTJFET BTTFZPOT BTTFZF[
BTTPJT BTTPZPOT BTTPZF[
BJF BZPOT BZF[
CBUT CBUUPOT CBUUF[
CPJT CVWPOT CVWF[
1009
4QBOJTI $POKVHBUJPO PG 4UFN $IBOHJOH 7FSCT &9".1-&4
'JSTU DMBTT Certain verbs of the first and second conjugations with stem vowels e or o change e to ie, o to ue when stressed. Note that jugar (UP QMBZ) is conjugated as if it were a first class stem- changing verb with stem vowel o.
QFOTBS UP UIJOL
WPMWFS UP SFUVSO
1SFTFOU QBSUJDJQMF QFOTBOEP
WPMWJFOEP
1SFTFOU JOEJDBUJWF
1SFTFOU TVCKVODUJWF
*NQFSBUJWF
QJFOTP QJFOTBT QJFOTB QFOTBNPT QFOTĂ&#x2C6;JT QJFOTBO
WVFMWP WVFMWFT WVFMWF WPMWFNPT WPMWĂ?JT WVFMWFO
QJFOTF QJFOTFT QJFOTF QFOTFNPT QFOTĂ?JT QJFOTFO
QJFOTB QJFOTF QFOTFNPT QFOTBE QJFOTFO
VF EPSNJS UP TMFFQ
1SFTFOU QBSUJDJQMF
WVFMWB WVFMWBT WVFMWB WPMWBNPT WPMWĂ&#x2C6;JT WVFMWBO
WVFMWF WVFMWB WPMWBNPT WPMWFE WVFMWBO
&9".1-&4
4FDPOE DMBTT Certain verbs of the third conjugation with stem vowels of e or o change e to ie, o to ue when stressed. Changes are the same as those listed above with the addition of e changing to i, and o to u, when the following syllable contains a stressed a, ie, or io.
JF TFOUJS UP GFFM
TJOUJFOEP
EVSNJFOEP
1SFTFOU JOEJDBUJWF
1SFTFOU TVCKVODUJWF
1SFUFSJUF
TJFOUP TJFOUFT TJFOUF TFOUJNPT TFOUĂ&#x201C;T TJFOUFO
TJFOUB TJFOUBT TJFOUB TJOUBNPT TJOUĂ&#x2C6;JT TJFOUBO
TFOUĂ&#x201C; TJFOUBT TJOUJĂ&#x2DC; TFOUJNPT TFOUJTUFJT TJOUJFSPO
EVFSNP EVFSNFT EVFSNF EPSNJNPT EPSNĂ&#x201C;T EVFSNFO
*NQFSGFDU TVCKVODUJWF
*NQFSBUJWF
TJOUJFSB TJOUJFSBT TJOUJFSB TJOUJĂ?SBNPT TJOUJFSBJT TJOUJFSBO
TJFOUF TJFOUB TJOUBNPT TFOUJE TJFOUBO
EVSNJFSB EVSNJFSBT EVSNJFSB EVSNJĂ?SBNPT EVSNJFSBJT EVSNJFSBO
EVFSNB EVFSNBT EVFSNB EVSNBNPT EVSNĂ&#x2C6;JT EVFSNBO
EVFSNF EVFSNB EVSNBNPT EPSNJE EVFSNBO
&9".1-&4
5IJSE DMBTT Certain verbs of the third conjugation with stem vowel e change e to i in all forms affected in the first and second classes of stem- changing verbs.
1024
1SFTFOU QBSUJDJQMF
J QFEJS UP BTL GPS
QJEJFOEP
1SFTFOU *OEJDBUJWF
1SFTFOU TVCKVODUJWF
1SFUFSJUF
*NQFSGFDU TVCKVODUJWF
*NQFSBUJWF
QJEP QJEFT QJEF QFEJNPT QFEĂ&#x201C;T QJEFO
QJEB QJEBT QJEB QJEBNPT QJEĂ&#x2C6;JT QJEBO
QFEĂ&#x201C; QFEJTUF QJEJĂ&#x2DC; QFEJNPT QFEJTUFJT QJEJFSPO
QJEJFSB QJEJFSBT QJEJFSB QJEJĂ?SBNPT QJEJFSBJT QJEJFSBO
QJEF QJEB QJEBNPT QFEJE QJEBO
EPSNĂ&#x201C; EPSNJTUF EVSNJĂ&#x2DC; EPSNJNPT EPSNJTUFJT EVSNJFSPO
FOREIGN LANGUAGE
"5 " (- " / $ &
4QFMMJOH $IBOHF 7FSCT The chart below has examples of changes in the verbs buscar (to search), jugar (to play), averiguar (to find out), vencer (to conquer), conocer (to know), leer (to read), escoger (to choose), and seguir (to follow).
This class of verbs undergoes changes in spelling during conjugation, with the effect of preserving the sound of the consonant found in the infinitive. 7FSC FOEJOH
4QFMMJOH DIBOHF
&YBNQMFT
JO WFSCT FOEJOH JO DBS
D DIBOHFT UP RV CFGPSF BO F
CVTDBS â&#x17E;? CVTRVĂ?
JO WFSCT FOEJOH JO HBS
JOTFSU V CFGPSF BO F
KVHBS â&#x17E;? KVHVĂ?
JO WFSCT FOEJOH JO HVBS
QVU EJFSFTJT PWFS V CFGPSF BO F
BWFSJHVBS â&#x17E;? BWFSJHĂ Ă?
JO WFSCT FOEJOH JO DFS PS DJS QSFDFEFE CZ B DPOTPOBOU
SFQMBDF UIF D CZ [ CFGPSF BO B PS P
WFODFS â&#x17E;? WFO[P
JO WFSCT FOEJOH JO DFS PS DJS QSFDFEFE CZ B WPXFM
JOTFSU [ CFGPSF D XIFO GPMMPXFE CZ BO B PS P
DPOPDFS â&#x17E;? DPOP[DP
JO WFSCT FOEJOH JO FS PS JS
DIBOHF UIF J PG UIF FOEJOHT JF BOE JP UP Z
MFFS â&#x17E;? MFZĂ&#x2DC;
JO WFSCT FOEJOH JO HFS PS HJS
SFQMBDF UIF H XJUI K CFGPSF BO B PS P
FTDPHFS â&#x17E;? FTDPKP
JO WFSCT FOEJOH JO HVJS XIFO UIF V JT TJMFOU
ESPQ UIF V CFGPSF BO B PS P
TFHVJS â&#x17E;? TJHP
*SSFHVMBS 7FSCT Irregular verbs are the most difficult verbs to learn. Yet, perhaps unfortunately, they describe actions and states of being that are most frequently needed in speaking and writing Spanish. The verb forms given in the chart below and on the following pages take thirty-
eight irregular verbs through nine tenses. As you will see, the verb endings for certain tenses are the same as those you will encounter in conjugating regular verbs.
$POKVHBUJPO PG *SSFHVMBS 7FSCT *OGJOJUJ F *OEJDBUJWF
$POEJUJPOBM
4VCKVODUJWF
*NQFSBUJWF
1SFTFOU
*NQFSGFDU
1SFUFSJUF
'VUVSF
1SFTFOU
1SFTFOU
*NQFSGFDU TU GPSN
OE GPSN
BCSJS UP PQFO
BCSP BCSFT BCSFT BCSJNPT BCSĂ&#x201C;T BCSFO
BCSĂ&#x201C;B BCSĂ&#x201C;BT BCSĂ&#x201C;B BCSĂ&#x201C;BNPT BCSĂ&#x201C;BJT BCSĂ&#x201C;BO
BCSĂ&#x201C; BCSJTUF BCSJĂ&#x2DC; BCSJNPT BCSJTUFJT BCSJFSPO
BCSJSĂ? BCSJSĂ&#x2C6;T BCSJSĂ&#x2C6; BCSJSFNPT BCSJSĂ?JT BCSJSĂ&#x2C6;O
BCSJSĂ&#x201C;B BCSJSĂ&#x201C;BT BCSJSĂ&#x201C;B BCSJSĂ&#x201C;BNPT BCSJSĂ&#x201C;BJT BCSJSĂ&#x201C;BO
BCSB BCSBT BCSB BCSBNPT BCSĂ&#x2C6;JT BCSBO
BCSJFSB BCSJFSBT BCSJSB BCSJĂ?SBNPT BCSJFSBJT BCSJFSBO
BCSJFTF BCSJFTFT BCSJFTF BCSJĂ?TFNPT BCSJFTFJT BCSJFTFO
BCSF BCSF BCSBNPT BCSJE BCSBO
BOEBS UP HP UP XBML
BOEP BOEBT BOEB
BOEBCB BOEBCBT BOEBCB
BOEVWF BOEVWJTUF BOEVWP
BOEBSĂ? BOEBSĂ&#x2C6;T BOEBSĂ&#x2C6;
BOEBSĂ&#x201C;B BOEBSĂ&#x201C;BT BOEBSĂ&#x201C;B
BOEF BOEFT BOEF
BOEVWJFSB BOEVWJFSBT BOEVWJFSB
BOEVWJFTF BOEVWJFTFT BOEVWJFTF
BOEB BOEF
BOEBNPT BOEĂ&#x2C6;JT BOEBO
BOEĂ&#x2C6;CBNPT BOEBCBJT BOEBCBO
BOEVWJNPT BOEVWJTUFJT BOEVWJFSPO
BOEBSFNPT BOEBSĂ?JT BOEBSĂ&#x2C6;O
BOEBSĂ&#x201C;BNPT BOEBSĂ&#x201C;BJT BOEBSĂ&#x201C;BO
BOEFNPT BOEĂ?JT BOEFO
BOEVWJĂ?SBNPT BOEVWJFSBJT BOEVWJFSBO
BOEVWJĂ?TFNPT BOEVWJFTFJT BOEVWJFTFO
BOEFNPT BOEBE BOEFO
XXX 48BEWBOUBHF DPN
1025
*OEFY " "CCBTJE EZOBTUZ (Islamic empire), 475, 476 "CCPUU Sir John Joseph Caldwell, 308 BCCSFWJBUJPOT MLA works cited lists, 819 U.S. states and Canadian provinces, 703 BCPMJUJPOJTN 114â&#x20AC;&#x201C;115 "CPSJHJOFT "VTUSBMJBO 526, 527 BCPSUJPO 214 "CSBIBN 452, 456, 458 BCTUSBDU OPVOT 654, 838, 839 "DBEJB 32, 249, 255 BDDVMUVSBUJPO 624 BDDVSBDZ PG JOGPSNBUJPO 719, 803 "DIBFNFOJE &NQJSF 414â&#x20AC;&#x201C;415 BDUJPO WFSCT 660 BDUJWF WPJDF 725 BDUJWJUJFT TFDUJPO PG B SFTVNĂ? 780, 781 "DU PG 6OJPO (1841), 268â&#x20AC;&#x201C;269 BDUPST 4IBLFTQFBSF T 978, 982 "EBNT John, 89 Alien and Sedition Acts, 89, 326 American Revolution, 60 Declaration of Independence, 55, 327 Federalist Party, 326 list of presidents, 234 Massachusetts Constitution, 65 philosophy, 53, 326 presidency, 89 presidential elections, 230 Second Continental Congress, 51 son John Quincy, 237 Treaty of Paris, 59 vice-presidency, 88 "EBNT John Quincy, 98, 230, 231, 234, 237 "EBNT Samuel, 51, 66 "EBNT 0OJT 5SFBUZ (1819), 95 Adarand Constructors, Inc. v. Pena (1995), 341 BEESFTTJOH BO FOWFMPQF 778
1038
BE IPNJOFN BSHVNFOU 807 BEKFDUJWF DMBVTFT 680 BEKFDUJWF QISBTFT 678 BEKFDUJWFT 664â&#x20AC;&#x201C;665 adjective clauses, 680 capitalizing proper, 702 comparison, 665 distinguishing from adverbs, 668â&#x20AC;&#x201C;669 hyphens in compound, 698 job, 653 participial phrases, 679 placement, 665 predicate adjectives, 660 prepositional phrases, 670 suffixes indicate, 834 types, 664 with adverbs, 667 words that can be used as adverbs or, 669 BEWFSC DMBVTFT 680, 683 BEWFSC QISBTFT 678 BEWFSCT 666â&#x20AC;&#x201C;667 adverb clauses, 680, 683 comparison, 667 distinguishing from adjectives, 668â&#x20AC;&#x201C;669 job, 653 placement, 667 preposition or, 671 suffixes indicate, 834 types, 666 unnecessary, 666 with adjectives, 667 words that can be used as adjectives or, 669 Aeneid (Vergil), 440, 923 "FTDIZMVT 429, 420, 921 "FTPQ 920 BffirNBUJWF BDUJPO 341 "GHIBOJTUBO al-Qaeda, 593 Soviet invasion, 569, 576, 593 Taliban, 227, 592, 593 United States intervention, 227 "GSJDB 638â&#x20AC;&#x201C;639 Bantu migration, 479, 528, 618
between the world wars, 544â&#x20AC;&#x201C;545 civilizations, 478â&#x20AC;&#x201C;481 continents, 630 diffusion of religion, 625 economic challenges, 588 end of colonialism, 544â&#x20AC;&#x201C;545 European exploration of interior, 505 European imperialism, 528â&#x20AC;&#x201C;529, 545 human migrations, 618 major events, 479 plant regions, 615 Portuguese, 502, 545 postwar developments, 586â&#x20AC;&#x201C;589 slave trade, 39 world climates, 612â&#x20AC;&#x201C;613 world population density, 617 "GSJDBO "NFSJDBOT 4FF BMTP slavery American Revolution, 61, 114 Black Codes, 132, 150 Buffalo Soldiers, 137 civil rights movement, 151, 210â&#x20AC;&#x201C;213 cultural contributions, 213 education, 154 Great Depression, 181 Great Migration to the North, 173, 619 Harlem Renaissance, 170, 948 hostility toward during 1920s, 172 Jazz Age, 170 life after slavery, 133 right to vote for former slaves, 68, 81 segregation, 150â&#x20AC;&#x201C;151 World War II, 187, 210 "GSJDBO /BUJPOBM $POHSFTT (ANC), 589 "GSJLBOFST (Boers), 528, 529, 545 "HB ,IBO 459 "HF %JTDSJNJOBUJPO JO &NQMPZNFOU "DU 377 "HFF James, 954 "HF PG 3FBTPO 4FF Enlightenment, the (Age of Reason)
"##"4 * % %:/"4 5 : to "/(-0 #0 &3 8"3 "HSJDVMUVSBM "EKVTUNFOU "DU (1933), 178, 179 BHSJDVMUVSF Canada, 283, 287, 288, 293 Dust Bowl of 1930s, 176 erosion, 609 frontier, 136 â&#x20AC;&#x153;Green Revolutionâ&#x20AC;? in India, 569 Neolithic revolution, 395 railroads, 141 sharecropping, 133 Southern and Western U.S. economic development, 97 technological improvements, 109 "HVJOBMEP Emilio, 159 "JOV 486 "JS $PNNFSDF "DU (1926), 171 BJSDSBGU Avro Arrow, 293 development in 1920s, 171 first Canadian flight, 283 World War I, 167 World War II, 194 Wright brothers, 147 BJSDSBGU DBSSJFST 189 "LLBEJBO &NQJSF 400 "LTVN Kingdom of, 478, 479 "MBCBNB 118, 126, 135 "MBNP Battle of the (1836), 102 "MBTLB 22, 158, 281 "MCBOZ 1MBO PG 6OJPO 65 "MCFF Edward, 957 "MCFSUB becomes part of Canada, 282 Canadian Parliament, 351 provincial legislature, 352 women granted voting rights, 285 "MDPUU Bronson, 942 "MDPUU Louisa May, 945 "MESJO Edwin â&#x20AC;&#x153;Buzz,â&#x20AC;? 573 "MFYBOEFS William, Earl of Stirling, 252 "MFYBOEFS UIF (SFBU 415, 420, 426, 921 BMHFCSB 476 "MHFSJB 592 "MJ (caliph), 459
XXX 48BEWBOUBHF DPN
"MJFO BOE 4FEJUJPO "DUT (1798), 89, 326 "MMBO Sir Hugh, 282 "MMJBODF GPS 1SPHSFTT 208 BMMJUFSBUJPO 890 #FPXVMG 924 Kingâ&#x20AC;&#x2122;s â&#x20AC;&#x153;I Have a Dreamâ&#x20AC;? speech, 910 Whitmanâ&#x20AC;&#x2122;s â&#x20AC;&#x153;When I Heard the Learnâ&#x20AC;&#x2122;d Astronomer,â&#x20AC;? 761 BMMVTJPO 768â&#x20AC;&#x201C;769 BMQIBCFUJDBM PSEFS dictionary guide words, 824 works cited lists, 817 BMQIBCFUT 4FF writing "MQJOF .PVOUBJO 4ZTUFN 636 BM 2BFEB 227, 592, 593 "MTBDF -PSSBJOF 534 BNCJHVJUZ JO QPFUSZ 879 BNFOENFOUT UP UIF $POTUJUVUJPO 78â&#x20AC;&#x201C;85 4FF BMTP Bill of Rights (American) Article V on, 68, 77 Civil War amendments, 132â&#x20AC;&#x201C;133 significant amendments, 325 "NFOIPUFQ *7 (Akhenaten), Pharaoh, 407 "NFSJDBO "OUJ 4MBWFSZ 4PDJFUZ 114 "NFSJDBO #SPBEDBTUJOH $PNQBOZ (ABC), 171 "NFSJDBO $JWJM -JCFSUJFT 6OJPO (ACLU), 173 "NFSJDBO 'FEFSBUJPO PG -BCPS (AFL), 145, 367, 368 "NFSJDBO 'FEFSBUJPO PG 5FBDIFST 368 "NFSJDBO *OEJBO .PWFNFOU (AIM), 105 "NFSJDBO *OUFSOBUJPOBM (SPVQ (A.I.G.), 387 "NFSJDBO 3FWPMVUJPO 46â&#x20AC;&#x201C;61 Canada and, 260â&#x20AC;&#x201C;261 Declaration of Independence, 54â&#x20AC;&#x201C;55 first struggles, 48â&#x20AC;&#x201C;49 growing resistance, 50â&#x20AC;&#x201C;51 ideas behind, 52â&#x20AC;&#x201C;53, 514
political and military leaders, 60â&#x20AC;&#x201C;61 time line, 46â&#x20AC;&#x201C;47 "NFSJDBOT XJUI %JTBCJMJUJFT "DU (1992), 377 "NFSJDBO 4ZTUFN 91 "NFSJDBO 5FMFQIPOF 5FMFHSBQI (AT&T), 146 "NFSJDBT 4FF BMTP Central America; Latin America; Native Americans; North America; South America Mesoamerican cultures, 490â&#x20AC;&#x201C;493 "NIFSTU Jeffrey, 258 "NJFOT Battle of (1918), 286 "NJO Idi, 588 "NJTI 623 "NVOETFO Roald, 647 "NVOETFO 4DPUU 4PVUI 1PMF 4UBUJPO 646 "OBDPOEB 1MBO 128 BOBMPHZ GBMTF 806 BOBMZTJT analytical research papers, 774â&#x20AC;&#x201C;775 how to analyze a poem, 895 reading assignments, 877 BOBQFTUJD GPPU 887 BOBSDIJTN 169, 318, 320 BODJFOU XPSME 4FF BMTP Byzantine Empire; Greece, ancient; Persian Empire; Rome, ancient China, 446â&#x20AC;&#x201C;451 India, 442â&#x20AC;&#x201C;445 literature, 920â&#x20AC;&#x201C;923 Mesopotamia, 398â&#x20AC;&#x201C;401 Middle East, 412â&#x20AC;&#x201C;419 "OEFSTPO Sherwood, 950 "OEFT .PVOUBJOT 634 BOFDEPUFT BT FWJEFODF 810, 811 "OHFMPV Maya, 894 "OHFMVT EZOBTUZ (Byzantine Empire), 473 "OHLPS 8BU 487, 488â&#x20AC;&#x201C;489 "OHMJDBOJTN 32, 457 "OHMP #PFS 8BS (1899â&#x20AC;&#x201C;1902), 529
1039
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Foundations of Math Numbers and Operations Arithmetic, Fractions, Decimals, Ratio & Percent
Measurement Geometry Trigonometry Formulas & Equations Statistics and Probability Algebra Advanced Algebra Calculus SOCIAL STUDIES & LANGUAGE ARTS US History Canadian History Government Economics World History Geography Grammar Writing and Research Vocabulary Reading Speaking Literature Foreign Verb Conjugations
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Contents
PEOPLE 2 16 24 64 74 98 116 142 146 156 170 186 190 214
Christopher Columbus Leonardo da Vinci William Shakespeare Benjamin Franklin George Washington Thomas Jefferson Abraham Lincoln Harriet Tubman Thomas Alva Edison Albert Einstein Adolf Hitler Rosa Louise Parks John Fitzgerald Kennedy Martin Luther King, Jr.
PLACES 230 250 268 310 336 354 408 426 438 492 506 522 578 638 668
Earth Jupiter Africa Egypt Ancient Egypt China Vietnam Venezuela Canada Antarctica Cuba Mexico Middle East Israel Iraq
694 732 748 768 804 844 854 878
United Kingdom Ancient Greece Ancient Rome Russia United States Pearl Harbor Florida California
WARS 916 938 968 990 1028
American Revolution American Civil War World War I World War II Vietnam War
ANIMALS 1040 1066 1074 1108 1120 1142 1150
Animals Animals in Danger Birds Butterflies Cats Bears Horses
HISTORY 1170 1190 1200 1226 1238 1248
Religion Renaissance Colonial Life in America Great Depression Holocaust Immigration
SCIENCE 1272 Plants 1308 Hurricanes and Tornadoes 1324 Global Warming 1350 Rain Forests 1358 Space Exploration
Online
Contents
PEOPLE 2 12 54
B7RSLF6RXUFHB)URQW PDWWHU LQGG
Aztec American Indians African Americans
PLACES 92 138 184 214 232 254 288 304 324 352 378 412 430 468 498
Asia Japan India Argentina Brazil Peru Colombia Chile Australia France Germany Greece Italy Spain Poland
HISTORY 530 550 574 598 620 660 682 746 794 818 824 848
Mythology Olympic Games Exploration Middle Ages Constitution of the United States President of the United States History of the United States History of the United Kingdom Cold War Globalization Baseball Basketball
SCIENCE 862 888 918 936 954
Automobiles Airplanes Human Body AIDS Oceans
Articles PEOPLE
2
PLACES
230
WARS
916
ANIMALS
1040
HISTORY
1170
SCIENCE
1272
denotes Hot Topics
Christopher
Columbus Christopher Columbus was an outstanding navigator and organizer of expeditions. He achieved fame by sailing west across the Atlantic Ocean from Europe in search of a western sea route to Asia.
Dead Reckoning Exploration and Disease Young Columbus Life at Sea
Sailing West/Dead Reckoning.
Columbus had few navigational instruments. He knew enough about celestial navigation to measure latitude by using the North Star. However, he had no instruments for determining the shipâ&#x20AC;&#x2122;s position from the stars except a crude quadrant that was not accurate when the ship rolled. He used a compass to plot his course, estimated distances on a chart, relied on a half-hour glass to measure time, and guessed his speed. Together, these activities make up a method of navigation known as dead reckoning.
First map made by Columbus
3 Christopher Columbus
hot topics hot topics hot topics
Trouble, Exploration, and Disease. A tragic consequence of the first transatlantic voyages was that Europeans unintentionally brought many deadly diseases to America. The previous separation of the Native American peoples from those of Europe and Asia meant that the Native Americans had no natural immunity to these diseases. As a result, measles, smallpox, typhus, and other infectious diseases swept through the newly exposed populations, killing vast numbers of people. In turn, some Europeans became infected by a form of syphilis unknown in Europe.
Young Columbus. While a young man, Columbus worked as an agent for the Spinolas, Di Negros, and Centurionesâ&#x20AC;&#x201D;powerful Genoese commercial families. In the mid-1470s, in his first docuMap used by Columbus mented voyage, Columbus took part in a trading expedition to the island of Chios, a Genoese possession in the Aegean Sea. A few years later he settled in a Genoese colony in Lisbon, Portugal. According to legend, he reached Portugal by swimming ashore clinging to an oar after being attacked by pirates. He next voyaged to the Canary Islands and the Azores, island groups in the Atlantic Ocean west of Africa. Some historians believe he also sailed to England and Ireland, even to Iceland, where he may have learned of early Norse explorations.
Ships and Crews/Life at Sea. About 90 crew members sailed aboard Colum-
busâ&#x20AC;&#x2122;s three ships. In addition to the officers and sailors, the expedition included a translator, three physicians, servants for each captain, a secretary, and an accountant. Aboard ship, there was endless work to be done handling the sails and ropes and pumping out water that seeped or washed aboard. Cleaning and repair work filled the remaining hours. The crews In formulating the plan for his cooked on portable wood-burning stoves. Their main meal consisted historic voyage, Columbus underof a stew of salted meat or fish, hard biscuits, and watered wine. The estimated the circumference of sailors had no sleeping quarters, so they huddled on deck in good the world by about 5 percent. weather or found a spot below deck during storms. Only a few officers had bunks.
TRUE or FALSE?
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THE BASICS
Christopher Columbus (1451–1506) was an outstanding navigator and organizer of
expeditions. He achieved fame by sailing west across the Atlantic Ocean from Europe in search of a western sea route to Asia. However, he never accomplished this goal. Instead, in 1492, he encountered islands in the Caribbean Sea. Until that time, Europeans and Native Americans had not been aware of each other’s existence. During his four voyages westward—between 1492 and 1504—Columbus explored the Caribbean region and parts of Central and South America. Columbus was not the first European to reach the Western Hemisphere. The Norse (also called the Vikings) had settled for a time on the coast of North America about A.D. 1000. But that contact did not last, and most Europeans of the 1400s did not know it had taken place. Columbus’s voyages led to enduring links between the Eastern and Western hemispheres.
The World of Columbus
The Europe into which Columbus was born in 1451 was struggling against the growing power of the Ottoman Empire, which had conquered much of southeastern Europe. In 1453, the Ottomans took control of Constantinople (now Istanbul, Turkey), a major center of trade between Europe and Asia. They made Constantinople the capital of their empire, cutting off easy European access to highly valued Asian goods. The only alternative to a difficult, dangerous, and expensive land journey was a sea route—either around Africa or westward across the Atlantic. This desire to establish a sea route to Asia launched a remarkable wave of European exploration.
Early Years
Boyhood. The exact date of Columbus’s birth
Christopher Columbus
is not known. He was born sometime between August 25 and October 31, 1451, in Genoa, then capital of a self-governing area on the northwest coast of Italy. Genoa was an important seaport with a long seafaring tradition, and its ships traded throughout the Mediterranean region. Christopher’s given and family name was Cristoforo Colombo. In English, he is known as Christopher Columbus, the Latinized form of the name. He called himself Cristóbal Colón after he settled in Spain. His father, Domenico Colombo, was a wool weaver. To increase his modest income, Domenico also worked as a gatekeeper and wine merchant. Christopher’s mother, Susanna Fontanarossa, was the daughter of a wool weaver. Christopher was the oldest of five children. His brothers, Bartholomew and Diego, worked closely with him on many of his enterprises. Christopher and his brothers may have been tutored or sent to a monastery school to learn basic Latin and mathematics, though Christopher’s formal education apparently ended at about age 14. Young adulthood. Christopher’s ambitious father pushed the boy into a business career, and Christopher began to sail on trading trips. He worked as an agent for the Spinolas, Di Negros, and Centuriones—powerful Genoese commercial fam-
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The Ptolemy map ilies. In the mid-1470s, in his first documented voyage, Columbus took part in a trading expedition to the island of Chios, a Genoese possession in the Aegean Sea. In 1476, he settled in a Genoese colony in Lisbon, Portugal. There is a legend that he reached Portugal by swimming ashore clinging to an oar after being attacked by pirates. In Lisbon, Columbus joined with his brother Bartholomew to draw and sell maps. Columbus often attended Mass at a chapel at the Convento dos Santos, a school for aristocratic young women. There, he met Felipa Perestrello Moniz, whom he married in 1479. Felipa’s father was the first governor of Porto Santo, a Portuguese island in the Madeira group off northern Africa’s Atlantic coast. The couple moved to Porto Santo, then to the nearby island of Madeira. Their only child, Diego, was born in 1480. Felipa died in 1484 or 1485. Between 1480 and 1482, Columbus made several voyages to the Canary Islands and the Azores, island groups in the Atlantic Ocean west of Africa. Columbus also visited Portugal’s fortified trading posts in western Africa, where he observed the trade in gold and slaves. Some historians believe Columbus also went to England and
Ireland, and even to Iceland, where he may have learned of early Norse explorations. On the voyages, Columbus gained experience of Atlantic wind systems.
The Plan to Sail Westward
The basis of the plan. By the 1480s, the Portuguese had invented the caravel, a fast sturdy ship that was better at sailing against the wind than traditional vessels were. They were trying to reach the Indies—what are now India, China, the East Indies, and Japan—by sailing around Africa. By doing this, they hoped to gain direct access to gold, silk, gems, and spices. The cloves, nutmeg, and mace of the Spice Islands (now the Moluccas of Indonesia) served as medicines as well as seasonings. These valuable items had been transported to Europe by means of dangerous and costly overland caravans that were often hindered by Ottoman officials. While Portuguese sailors were trying to reach Asia by sailing around Africa, Columbus proposed what he believed to be an easier route—sailing due west. A map of the world made by Ptolemy, an astronomer and geographer in Alexandria, Egypt, in the A.D. 100s, might have been the basis for
6 Christopher Columbus
Ferdinand and Isabella see Columbus off. Columbus’s notions of geogaphy. Ptolemy’s map showed most of the world as covered by land. However, Columbus found confirmation for his idea of sailing west to Asia in the letters and charts of Paolo Toscanelli, an influential scholar from Florence, Italy. Toscanelli believed that Japan lay only 3,000 nautical miles (5,560 kilometers) west of the Canary Islands. Columbus planned to sail 2,400 nautical miles (4,500 kilometers) west along the latitude (distance from the equator) of the Canaries until he reached islands that supposedly lay east of Japan. There, he hoped to establish a trading town and base for further exploration. Columbus’s plan was based in part on two major miscalculations. First, he underestimated the circumference of the world by about 25 percent. Columbus also mistakenly believed that most of the world consisted of land rather than water. This mistake led him to conclude that Asia extended much farther east than it actually did.
Presentation of the plan to Portugal.
About 1483, Columbus gained audiences with King John II of Portugal. The king placed Columbus’s proposal before his council, which rejected it. Columbus did not have to prove to the council that the world was round because educated people at that time knew it was. The council turned down his plan on the correct belief that he had greatly underestimated the length of the journey. The king’s advisers concluded that Portugal’s resources should be invested in finding a route around Africa to Asia.
Years of waiting. In 1485, Columbus and his son went to Spain, a bitter rival of Portugal. At that time, Spain consisted of the united kingdoms of Castile and Aragon. Columbus arrived during Spain’s war to drive the Muslims out of Granada, the only remaining Islamic kingdom on Spanish soil. Two wealthy Spanish aristocrats offered to give Columbus some ships. But to do so, they needed the permission of Spain’s King Ferdinand and Queen Isabella. In 1486, Columbus gained an interview with the monarchs, but they were in no position to finance an expedition at that time. They were also cautious about reopening conflict with Portugal. Spain and Portugal had recently settled their disputes over various islands off Africa. The Treaty of Alcaçovas, signed in 1479, had conceded the Canary Islands to Spain and the Madeira and Cape Verde islands and the Azores to Portugal. Although they were cautious, the Spanish monarchs were nevertheless willing to consider a plan that could give them an advantage over Portugal in the race for Asia. Columbus also appealed to the intensely religious monarchs by vowing to use the proceeds from his expedition in the recapture of Jerusalem from the Muslims. There, he said, he would rebuild the Jews’ holy Temple and bring on a new “Age of the Holy Spirit.” Queen Isabella was about the same age as Columbus, and she admired men of conviction. At her insistence, Columbus’s plan was put before a commission of experts. They met in the Spanish cities of Salamanca and Córdoba during 1486 and 1487 under the leadership of Isabella’s spiritual adviser, Hernando de Talavera. Although the committee’s first report rejected Columbus’s plan, Isabella granted him a small salary to keep him at the royal court. During this period, Columbus lived with a woman named Beatriz Enriquez de Harana. She gave birth to his second son, Ferdinand, in 1488. For the next several years, Columbus followed the Spanish court as it traveled through the country. In 1490, the experts issued a final report. They scoffed at his plan—not because they thought that the world was flat or sea monsters would devour the ships, but because they still believed his estimates were wrong. The committee favored the belief that the world was large and covered mostly by water rather than small and composed mostly of land. In addition, Columbus’s
7 Christopher Columbus
demands had increased. He wanted to become a titled aristocrat, to rule the lands he discovered, and to be able to pass these privileges on to his sons. Columbus also wanted to be given a percentage of the wealth he brought back to Spain. Success in Spain. Columbus refused to give up. He sent his brother Bartholomew to seek support from the English and French courts, but the attempts were unsuccessful. Columbus’s chance finally came when Spain conquered Granada in January 1492. In the aftermath of this victory, Luis de Santangel, a royal treasurer, played a decisive role in convincing Isabella that she was missing a great opportunity. Thus, in April 1492, Columbus’s plan suddenly received royal approval. There is no truth to the story that Isabella offered to pawn her jewels to pay for the voyage. Santangel advanced the funds for the relatively low costs of the expedition.
First Voyage Westward
Ships and crews. Palos, a small port in southwestern Spain, was home to the Pinzón and Nino families. In payment of a fine they owed the monarchy, they provided two of the ships and selected the crews for Columbus’s first voyage. Martín Alonso Pinzón, an experienced seafarer, captained the Pinta, a caravel with square-rigged sails that could carry about 53 long tons. (A long ton is equal to 2,240 pounds or 1.016 metric tons.) His brother Vicente Yañez Pinzón captained the slightly smaller Nina. Columbus captained the third vessel, the Santa Maria. It was chartered from Juan de la Cosa, who came along as sailing master. It was slightly bigger than the other two ships but provided few comforts. A total of about 90 crew members sailed aboard the three ships. In addition to the officers and sailors, the expedition included a translator, three physicians, servants for each captain, a secretary, and an accountant. Aboard ship, there was endless work to be done handling the sails and ropes and pumping out water that seeped or washed aboard. Cleaning and repair work filled the remaining hours. The crews cooked on portable wood-burning stoves. Their main meal consisted of a stew of salted meat or fish, hard biscuits, and watered wine. The sailors had no sleeping quarters, so they huddled on deck in good weather or found a spot below deck during storms. Only a few officers had bunks.
Sailing west. The fleet set out from Palos on August 3, 1492, and sailed to the Canary Islands, a Spanish possession off Africa’s coast. Repairs were made on the island of Gran Canaria, and the crews loaded provisions on the island of Gomera. The ships left Gomera on September 6. Columbus journeyed south before sailing west in order to take advantage of the trade winds. At that latitude, these winds always blow from the northeast. Columbus had few navigational instruments. He knew enough about celestial navigation to measure latitude by using the North Star. However, he had no instruments for determining the ship’s position from the stars except a crude quadrant that was not accurate when the ship rolled. He used a compass to plot his course, estimated distances on a chart, relied on a half-hour glass to measure time, and guessed his speed. Together, these activities make up a method of navigation known as dead reckoning. After a month of smooth sailing, the crews became anxious that they had not yet reached the islands Columbus had led them to expect. They had not sighted land for longer than any other crew of that time. Only the authority of the Pinzón brothers enabled Columbus to quiet the crews’ loudly expressed doubts. Then, signs of approaching land began to appear, such as coastal
The fleet sets sail.
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seaweed on the surface of the water and land-based birds flying overhead. Between the evening of October 11 and the morning of October 12, a sailor on the Pinta named Juan Rodriguez Bermejo called out, “Land, land!” Isabella had offered a reward to the first person to sight land. However, Columbus said that he had seen a flickering light hours earlier, and he claimed the reward. The first landing. Before noon on October 12, the ships landed on an island in the Caribbean Sea. Columbus named the island San Salvador (Spanish for Holy Savior). He later learned that inhabitants of the area called the island Guanahani. However, historians are not sure which island this is. In 1926, Watling Island in the Bahamas was officially renamed San Salvador Island because Columbus scholars considered it the most likely landing site. Other islands where he might have landed include Samana Cay and Conception in the Bahamas, and Grand Turk in the Turks Islands. Columbus believed he had arrived at an island of the East Indies, near Japan or China. Because of this belief, he called the islanders Indians. People realized within a few years that Columbus had not reached the Indies, but the name Indian continued to be used. The islanders were probably the Taíno, a subgroup of the Arawak people. They were skilled
Ferdinand and Isabella welcome Columbus home.
farmers who made cotton cloth, grouped their dwellings into villages, and had well-developed social and governmental systems. Columbus described them as gentle, “primitive” natives living in an island paradise. However, his attitude toward them held contradictions. The islanders’ apparent innocence and simplicity made them seem like ideal candidates for conversion to Christianity. But these qualities also made them targets for mistreatment, and Columbus did not hesitate in kidnapping several islanders to present to his patrons in Spain. Columbus’s conflicting feelings about the Native Americans would be echoed throughout the development of Spain’s American empire. On October 28, the fleet entered the Bay of Bariay off Cuba. Thinking they were near the Asian mainland, the captains explored harbor after harbor. They then sailed along the northern coast of the island of Hispaniola, now divided between the Dominican Republic and Haiti. Columbus called it La Isla Espanola (the Spanish Island). The night of December 24, an exhausted Columbus gave the wheel of the Santa Maria to a sailor, who passed it to a cabin boy. The ship crashed and split apart on a reef near Cap-Haïtien, in present-day Haiti. Aided by a local chief, the crew built a makeshift fort. Columbus left about 40 men there to hunt for gold. He then started home on the Nina, sailing from Samana Bay on the northeast coast of Hispaniola on January 16, 1493. He brought several captured Taíno with him. Martín Pinzón captained the Pinta. Return to Spain. The homeward voyage was rough and difficult. Some of the Taíno died. After about a month of travel, the Nina and the Pinta became separated during a storm. The Nina came ashore on the Portuguese island of Santa Maria in the Azores. Columbus and his crew were almost arrested by the governor, who assumed they had been trading illegally in Africa. Columbus was permitted to set out again, but storms forced him to seek shelter in Lisbon. The Nina finally reached Palos on March 15, 1493. Columbus had been concerned that Martín Pinzón, with whom he had quarreled at times, would reach Spain first and claim the glory. Indeed, Pinzón had reached a small village in Spain a few days earlier and had notified the monarchs of his arrival. However, they refused to see him until they had heard from Columbus, and
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Pinzón died before he could tell his story. The Pinta arrived at Palos a few hours after the Nina. Columbus reported to Ferdinand and Isabella at Barcelona, Spain, where they gave him a grand reception. Columbus had little to show except some gold trinkets, parrots, and the few Taíno, but the monarchs determined to exploit his find. They quickly asked Pope Alexander VI to recognize their control over Columbus’s current and future discoveries. The pope granted Ferdinand and Isabella the right to preach the Christian faith in the islands, and they used this right as the basis for sweeping claims over the lands. To avoid conflicts, the pope also established a Line of Demarcation. He gave Spain the right to explore and to claim new lands west of the line and gave Portugal the same rights east of the line. However, Portugal complained that these terms violated an earlier treaty and that the line was too close to its discoveries. In 1494, negotiations opened in the town of Tordesillas in Spain. Spain and Portugal eventually agreed to move the imaginary line farther west. At the time, they thought their new line was about midway between Portugal’s claims on the Cape Verde Islands and Columbus’s new discoveries. This treaty set the foundation for Spanish land claims in the Americas and later enabled Portugal to claim Brazil and the Newfoundland Banks.
exactly what had happened, but apparently the crew had fought among themselves possibly over local women. The survivors probably had been killed by the Taíno, whom they had mistreated. Columbus moved eastward along the north coast of Hispaniola and established Isabela and other fortified posts. There, the Spanish colonists quickly saw that the riches promised by Columbus would not materialize. They resented being given orders by a Genoan rather than a Spaniard, and some fell ill from tropical fevers. Shortly after their arrival, 12 of the 17 ships returned to Spain with orders to bring more supplies to Isabela. The ships also carried discontented colonists back to Spain. To prevent rebellion, and also to make the voyage produce a quick profit to impress his backers, Columbus sent some men into Hispaniola’s interior to search for gold. Leaving his brother Diego in charge, Columbus left Isabela during the spring of 1494 to explore the southern coast of Cuba (which he called Juana). After traveling down its long coastline, Columbus declared that it was the Asian main-
Second Voyage Westward
Return to the islands. Columbus’s first expedition caused such excitement that he was put in charge of 17 ships for a second voyage. The crew of about 1,200 to 1,500 men included colonists and private investors who intended to settle in the islands. Most dreamed of quick wealth and a rapid return home. Friars went along to try to convert the Indians to Christianity. The fleet sailed from Cadiz, Spain, on September 25, 1493. It took on supplies in the Canaries and completed the ocean crossing in a speedy 21 days. In another three weeks, the ships reached Hispaniola. They passed many islands. Columbus named one of them—present-day Marie-Galante in the eastern Caribbean—after his flagship. Columbus also landed briefly at Puerto Rico. Trouble, settlement, and exploration.
In Hispaniola, Columbus searched in vain for the sailors he had left at the fort. No one discovered
Columbus at Hispaniola
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land. Although this was not so, he forced the crews to sign an affidavit saying they agreed with him. Columbus did this because it was crucial to his contract with the Spanish monarchs to have discovered Asia. Otherwise, they could deny him the desired titles for which he had negotiated. Columbus also landed at Jamaica. When Columbus returned to Hispaniola, he found his brothers Bartholomew and Diego waiting for him. Columbus immediately appointed Bartholomew provincial governor of Hispaniola. This appointment angered many of the Spanish settlers. In addition, they complained about having only cassava (tapioca), corn, fish, and yams to eat. The brothers sought to punish the Taíno, who were no longer peaceful after the Europeans had treated them harshly. In addition, the Taíno had begun to suffer and die from infectious diseases brought over unintentionally by the Europeans, and food had become scarce. Such was his need for profits that Columbus tried to force all the male Taíno over age 14 to pan rivers for gold. Those who failed to collect an assigned quota of gold were punished, sometimes by having their hands cut off. But the quotas could not be met. When the Taíno threatened to rebel, Columbus used their rebellion to justify enslaving them.
In Spain, the friars and Spanish colonists who had left Hispaniola in early 1494 complained to Ferdinand and Isabella about conditions in Hispaniola. The friars criticized the maltreatment of the Taíno, and the colonists charged Columbus with misgovernment in the colony. Columbus decided to return to Spain to defend himself, arriving in June 1496. Again, Columbus’s powerful oratory and impressive presence succeeded. The king and queen reconfirmed his titles and privileges, and they granted his request for additional men, supplies, and ships. But few men wanted to sail with him this time because the islands had failed to yield the expected profit. To assemble crews, Ferdinand and Isabella had to pardon prisoners. So low had Columbus’s reputation sunk that his sons, who served as pages at court, were mocked by other boys. They jeered, “There go the sons of the Admiral of the Mosquitoes.”
Third Voyage Westward
Third journey to the west. On May 30, 1498, Columbus departed from Sanlúcar, Spain, with six ships. He charted a southerly course. Ferdinand and Isabella wanted Columbus to investigate the possibility that the Asian mainland lay south or southwest of the lands he had already
Columbus in chains
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explored. The possibility that such a mainland existed had been accepted by the king of Portugal, and Spain wanted to stake its claim. The fleet ran into a windless region of the ocean and was becalmed in intense heat for eight days. It reached an island Columbus called Trinidad (meaning Trinity) on July 31 and then crossed the Gulf of Paria to the coast of Venezuela. Columbus observed an enormous outflow of freshwater— later found to come from the Orinoco River—that made him realize this land could not be an island. He wrote in his journal: “I believe that this is a very great continent which until today has been unknown.” Columbus imagined that the great rush of freshwater must be a river flowing from the Garden of Eden. Some scholars believe that while in Spain, Columbus had heard of an English-sponsored landing in 1497 along North America’s northeastern coast by Italian explorer John Cabot. The news may have made Columbus doubt whether he himself really had reached Asia. Columbus did not mention his doubts, preferring to first explore and claim the area where he had landed for Spain. Columbus’s failure to acknowledge that he had landed on a new continent had the effect that instead of being named for Columbus, America came to be named after Amerigo Vespucci, a later Italian navigator. A few years later, a document backdated to 1497 erroneously claimed that Vespucci had been the first to explore the mainland of a “New World.” Problems in Hispaniola. Columbus found the Hispaniola colony seething with discontent. He tried to quiet the settlers by giving them land and letting them enslave the Taíno to work it, but that failed to satisfy many. A rebellion had been led by the chief justice, Francisco Roldán. For a time, Roldán and the Taíno—with whom he had established an alliance—held part of the island. Columbus managed to subdue the rebellion through negotiation and a show of force. Columbus in disgrace. By 1500, many complaints about Columbus had reached the Spanish court. Ferdinand and Isabella sent a commissioner named Francisco de Bobadilla to investigate. Upon arrival in Santo Domingo—the capital of Hispaniola—in August 1500, Bobadilla was shocked by the sight of several Spanish rebels swinging from gallows. He freed the remaining prisoners, arrested Columbus and his brothers, put them in
chains, and sent them to Spain for trial. Once at sea, the captain of Columbus’s ship offered to unchain him. But Columbus refused, saying he would only allow the chains to be removed by royal command. In Spain, Columbus and his brothers were released by order of the king and queen. The rulers forgave Columbus, but with conditions. Columbus was allowed to keep his titles, but he would no longer be permitted to govern Hispaniola. The king and queen sent Nicolás de Ovando, with about 30 ships carrying 2,500 colonists, to govern the island.
Fourth Voyage Westward
The final voyage. Columbus planned still another journey, which he called the “High Voyage.” He saw it as his last chance to fulfill the promise of his earlier expeditions. His goal was to find a passage to the mainland of Asia. Columbus still believed that China lay close by. Ferdinand and Isabella granted his request for ships because they, too, believed he had come close to his goal, and they did not want to lose his services to another country. But they instructed him not to stop at Hispaniola unless absolutely necessary to get supplies, and then only in preparation for his return to Spain. On May 9, 1502, Columbus set sail from Cadiz, Spain, with four ships. Columbus’s son Ferdinand, about 14 years old, sailed with his father. Ferdinand’s account of the trip, though written many years later, remains the best record of the voyage. The fleet stopped briefly at the Canary Islands, then sailed to Martinique in the eastern Caribbean in just 21 days. It then headed toward Hispaniola. A dangerous hurricane. Governor Ovando was sending 21 ships to Spain when he received a message from Columbus warning of an impending storm and asking permission to land. Feeling contempt for Columbus, and reminding him that he was forbidden to land at Hispaniola, Ovando ignored the warning and sent his ships to sea. Columbus’s fleet weathered the storm. However, all but one of Ovando’s ships sank in a hurricane. Columbus’s enemies Bobadilla and Roldán drowned. The ship that reached Spain was the one carrying Columbus’s share of the gold collected in Hispaniola, and the personal possessions he had left there. Further explorations. At the end of July, Columbus and his fleet reached the coast of Honduras. For the rest of the year, they sailed east and
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south along the coasts of what are now Honduras, Nicaragua, Costa Rica, and Panama. The ships were battered by rough winds and driving rains, and the voyage demonstrated Columbus’s considerable navigational skill. At the narrowest part of the Isthmus of Panama, Columbus heard tales that a large body of water lay a few days’ march across the mountains. But he did not follow up on this information, so he missed a chance to become the first European to see the Pacific Ocean. He also narrowly missed establishing contact with the rich, advanced Maya culture. Columbus abandoned his search for a passage to Asia on April 16, 1503. He was exhausted and probably suffering from malaria, which made him delirious. The hard journey home. Columbus’s fleet had to move slowly, because his ships were leaking badly from holes eaten in the planking by shellfish. On June 25, the two remaining ships had to be beached at St. Ann’s Bay, which Columbus had called Santa Gloria, on the northern coast of Jamaica. Columbus realized that the chances were slim that another expedition would arrive to rescue him and his crew. Captain Diego Mendez paddled to Hispaniola in a dugout canoe for help. Mendez reached Hispaniola, but Governor Ovando refused to provide a ship until more vessels arrived from Spain. The crews had no tools to repair the ships or to build new ones, and they made no effort to feed themselves. Instead, they relied on the islanders to provide food. The Jamaicans started avoiding them. Columbus later claimed that he used information from an almanac to predict a total eclipse
Columbus’s funerary urn
of the moon, which so impressed the islanders that they resumed providing food. At last, at the end of June in 1504—after being marooned for a year—Columbus and the 100 surviving crew members sailed from Jamaica on a ship chartered by Mendez. They reached Sanlúcar, Spain, on November 7, 1504.
Final Days
Queen Isabella died just a few weeks after Columbus returned to Spain. King Ferdinand granted Columbus an audience and listened to his requests. Ferdinand tried to persuade Columbus to trade in the rewards and privileges due him in exchange for an estate in north-central Spain. Columbus, in turn, tried to persuade Ferdinand to restore his authority and increase his income, but these requests were not granted. Columbus spent his last days in a modest house in Valladolid, Spain, suffering from a disease that may have been Reiter’s syndrome, a form of joint inflammation. On May 20, 1506, Columbus died. Many people believed Columbus was poor at the time of his death, but he actually died wealthy. Columbus’s remains were transported to Seville, Spain, and later to Santo Domingo, in what is now the Dominican Republic. Some people believe that his bones were moved to Havana, Cuba, in 1795, and, finally, back to Seville in 1899. Others believe that the bones of one of Columbus’s brothers or of his son Diego were removed from Santo Domingo instead. In 2006, Spanish researchers found DNA evidence that at least some of Columbus’s remains are in Seville.
Columbus’s Impact on History
Christopher Columbus had a strong will and stuck with his beliefs. His single-minded search for a westward route to Asia unintentionally changed Europeans’ commonly accepted views of the world and led to the establishment of contact between Europe and the Americas. Many exchanges took place between the Eastern and Western hemispheres as a result of Columbus’s voyages. The Europeans grew important cash crops—cotton, rubber, and sugarcane— in the Americas. They established vast plantations worked by Native Americans and by imported African slaves. They also obtained such precious metals as gold and silver in vast quantities. These
valuable resources created fortunes for the Dutch, English, French, Portuguese, Russians, and Spanish. The wealth and human resources of the Western Hemisphere gave these countries a huge advantage over the rest of the world in later centuries. The Americas also provided many foods that became popular throughout the world, including maize (corn), cassava, cayenne, chocolate, hot peppers, peanuts, potatoes, and tomatoes. Europe and Asia, in exchange, supplied the Americas with cattle, goats, honey bees, horses, pigs, rice, sheep, and wheat, as well as many trees and various other plants. This agriculatural exchange revolutionized the economies and styles of cooking of both hemispheres. Europeans unintentionally brought many deadly diseases to America. The previous separation of the Native American peoples from those of Europe and Asia meant that the Native Americans had no natural immunity to these diseases. As a result, measles, smallpox, typhus, and other infectious diseases swept through the newly exposed populations, killing vast numbers of people. In turn, some Europeans became infected by a form of syphilis unknown in Europe. Research in the late 1900s and early 2000s into the life and times of Christopher Columbus has somewhat diminished his heroic image as an isolated visionary by placing him in the context of a broad wave of exploration. Historians continue to praise his persistence, courage, and maritime ability. Critics point to his cruelty to the Native Americans, his poor administration of Hispaniola, and his role in beginning the heedless exploitation of the natural resources of the Americas. Nevertheless, Columbus’s explorations ended centuries of mutual ignorance about what lay on either side of the Atlantic Ocean. To him belong both the glory of the encounter and a share of the blame for what followed. Columbus Day honors Christopher Columbus’s first voyage to America in 1492. Columbus Day became a legal federal holiday in the United States in 1971. It is celebrated on the second Monday in October. Before 1971, a number of states celebrated Columbus Day on October 12. Cities and organizations sponsor parades and banquets on Columbus Day. The first Columbus Day celebration was held in 1792, when New York City celebrated the 300th
Statue of Columbus, Lisbon, Portugal anniversary of the landing. In 1892, President Benjamin Harrison called upon the people of the United States to celebrate Columbus Day on the 400th anniversary of the event. Columbus Day has been celebrated annually since 1920. Although the land Columbus reached was not named after him, many monuments honor him. The Republic of Colombia in South America and the District of Columbia in the United States bear his name. So do towns, rivers, streets, and public buildings. The name Columbia has also been used as a poetic personification of the United States. The Columbus Memorial Library in Washington, D.C., contains about 350,000 volumes on the American republics. Many Latin-American countries celebrate October 12 as the Dia de la Raza (Day of the Race). It honors the Spanish heritage of the peoples of Latin America. Celebration ceremonies feature speeches, parades, and colorful fiestas. Columbia is a name sometimes used in referring to the United States. Long before the Revolutionary War in America (1775–1783), many people felt that America should have been named Columbia after the explorer Christopher Columbus. During the war, colonial poets used the name to describe the new nation that was to become the United States. Phillis Wheatley, for
14 Christopher Columbus
A modern replica of the Pinta example, a black slave poet in Massachusetts, used the term in a poem honoring George Washington. Philip Freneau, a poet and journalist, popularized the term in several poems during and after the Revolutionary War. In 1784, King’s College in New York City became Columbia College. Towns, counties, and institutions throughout the United States have since adopted the name. Many artists have symbolically pictured Columbia as a tall, stately woman dressed in flowing garments and holding an American flag. A blue drape with white stars is usually part of her costume. The earliest image of Columbia showed her as a Native American woman. In the 1800s,
she appeared on the prows of ships, in patriotic paintings, and in pageants representing the Revolutionary War. The Statue of Freedom, on top of the U.S. Capitol in Washington, D.C., is often incorrectly identified as a statue of Columbia.
MLA Citation “Christopher Columbus.” The Southwestern Advantage Topic Source. Nashville: Southwestern. 2019.
ADDITIONAL RESOURCES Books to Read Level I Landau, Elaine. Columbus Day. Enslow, 2001. Osborne, Mary P. The Story of Christopher Columbus. 1987. Reprint. Gareth Stevens, 1997. Roop, Peter and Connie. Christopher Columbus. Scholastic, 2000. Twist, Clint. Christopher Columbus. Raintree Steck-Vaughn, 1994.
Level II Davidson, Miles H. Columbus Then and Now. University of Oklahoma Press, 1997. Phillips, William D., Jr., and Carla R. The Worlds of Christopher Columbus. Cambridge, 1992. Schnaubelt, Joseph C., and Van Fleteren, Frederick, eds. Columbus and the New World. Peter Lang, 1998. Zamora, Margarita. Reading Columbus. University of California Press, 1993.
Web Sites Christopher Columbus http://www.rmg.co.uk/explore/sea-and-ships/facts/explorers-and-leaders/christopher-columbus A fact sheet from the UK’s National Maritime Museum in Greenwich, London.
15 Christopher Columbus
Christopher Columbus–Man and Myth http://lcweb.loc.gov/exhibits/1492/columbus.html Information about the first voyage of Columbus to the New World.
Columbus Letter to the King and Queen of Spain http://www.law.ou.edu/hist/columlet.html Contains a letter Columbus wrote to the king and queen of Spain regarding the colonization of the lands he discovered for Spain.
Introduction to 1492: An Ongoing Voyage http://lcweb.loc.gov/exhibits/1492/intro.html The story of how America was discovered by Europeans.
Ships of Discovery http://www.shipsofdiscovery.org/columbus.htm Information about the ships Columbus lost during his explorations in the Caribbean Sea.
The Columbus Letter http://www.usm.maine.edu/~maps/columbus/ Digital version of the 1494 Basel edition of Columbus’s letter announcing the success of his voyage to the “islands of the India sea.” Maintained by the University of Southern Maine.
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TABLE OF CONTENTS
Table of Contents MATH Math’s New Methods
Saxon, Chicago/Everyday, Singapore
Foundations of Math Numbers and Operations Arithmetic, Fractions, Decimals, Ratio & Percent
Measurement Geometry Trigonometry Formulas & Equations Statistics and Probability Algebra Advanced Algebra Calculus SOCIAL STUDIES & LANGUAGE ARTS US History Canadian History Government Economics World History Geography Grammar Writing and Research Vocabulary Reading Speaking Literature Foreign Verb Conjugations
1002-SouthwesternAdvantage.indd 1
SCIENCE Scientific Methods Biology Chemistry Earth Science Ecology Physics Space Science TOPIC SOURCE (including web access)
People Places Wars Animals History Science Writing Research Papers HONORS (including AP Tests DVD) English Language US History English Literature Calculus AB US Gov’t & Politics Biology, Calculus AB, Calculus BC, Chemistry, English Language, English Literature, Psychology, Statistics, US Government & Politics, US History.
"CPVU UIF "VUIPST 48BEWBOUBHF DPN
>Â?VĂ&#x2022;Â?Ă&#x2022;Ă&#x192; 7ILLIAM -A earned his M.A. from Columbia University. He has taught high school calculus for many years in New York and is an adjunct instructor at Baruch College, Fordham University, and Columbia University. William is the author of several SAT and ACT preparation books and an online review course for New York Stateâ&#x20AC;&#x2122;s Math A Regents Exam.
Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;EĂ&#x160;Ă&#x160; Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; Â&#x2C6;Ă&#x152;iĂ&#x20AC;>Ă&#x152;Ă&#x2022;Ă&#x20AC;iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC; "ARBARA -URPHY taught AP Language for over 20 years. She has been a reader of the AP Language and Composition exam since 1993, and is a consultant for the College Boardâ&#x20AC;&#x2122;s AP Language and composition division. She is currently on the faculty of Syracuse Universityâ&#x20AC;&#x2122;s Project Advance in English. %STELLE 2ANKIN taught AP Language for over 25 years in New York, where she was honored by the College Board with the AP Teacher of the Year award. She is a consultant for the College Boardâ&#x20AC;&#x2122;s Building Success division and is also a Literature presenter for the Advanced Placement Specialty conferences.
1°-°Ă&#x160; Â&#x153;Ă&#x203A;iĂ&#x20AC;Â&#x2DC;Â&#x201C;iÂ&#x2DC;Ă&#x152; 0AMELA + ,AMB teaches AP U.S. Government and Politics in Texas. She is a College Board consultant as well as a longtime reader and question leader of AP texts in U.S. Government and Politics.
1°-°Ă&#x160; Â&#x2C6;Ă&#x192;Ă&#x152;Â&#x153;Ă&#x20AC;Ă&#x17E; 3TEPHEN !RMSTRONG is a social studies supervisor for the West Hartford, Connecticut, public schools. He is also an adjunct professor of history at Central Connecticut State University, and has been a longtime member of the Board of Directors of the National Council for the Social Studies.
$POUFOUT
The Graphics Used in This Book To emphasize particular skills and strategies, we use several icons throughout this book. An icon in the margin will alert you that you should pay particular attention to the accompanying text. We use four icons:
Key Idea
This icon points out a very important concept or fact that you should not pass over.
Strategy
This icon calls your attention to a problem-solving strategy that you may want to try.
Tip
This icon indicates a tip that you might find useful.
This icon indicates helpful practice problems.
31
ENGLISH LANGUAGE
221
U.S. HISTORY
583
ENGLISH LITERATURE
755
CALCULUS AB
1113
U.S. GOVERNMENT
1325
INDEX
AND
COMPOSITION
AND
COMPOSITION
AND
POLITICS
$IBQUFS
2
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How to Plan Your Time IN THIS CHAPTER -Ă&#x2022;Â&#x201C;Â&#x201C;>Ă&#x20AC;Ă&#x17E;\Ă&#x160; Ă&#x192;Ă&#x192;iĂ&#x192;Ă&#x192;Ă&#x160;Ă&#x17E;Â&#x153;Ă&#x2022;Ă&#x20AC;Ă&#x160;Â&#x153;Ă&#x153;Â&#x2DC;Ă&#x160;Ă&#x192;Ă&#x152;Ă&#x2022;`Ă&#x17E;Ă&#x160;ÂŤ>Ă&#x152;Ă&#x152;iĂ&#x20AC;Â&#x2DC;Ă&#x192;Ă&#x160;>Â&#x2DC;`Ă&#x160;ÂŤĂ&#x20AC;iÂŤ>Ă&#x20AC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;ÂŤÂ?>Â&#x2DC;Ă&#x192;°
Key Idea
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Three Approaches to Prepare for the AP English Language and Composition Exam No one knows your study habits, likes, and dislikes better than you. You are the only one who can decide which approach you want and /or need to adopt to prepare for the AP English Language and Composition exam. Look at the brief profiles below. These may help you to place yourself in a particular prep mode. 9OU ARE A FULL YEAR PREP STUDENT (Approach A) if: You like to plan for a vacation or the prom a year in advance. You never think of missing a practice session, whether itâ&#x20AC;&#x2122;s for your favorite sport, musical instrument, or activity. You like detailed planning and everything in its place. You feel you must be thoroughly prepared. You hate surprises. You are always early for appointments.
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9OU ARE A ONE SEMESTER PREP STUDENT (Approach B) if: You begin to plan for your vacation or the prom 4 to 5 months before the event. You are willing to plan ahead to feel comfortable in stressful situations, but are okay with skipping some details. You feel more comfortable when you know what to expect, but a surprise or two does not floor you. You are always on time for appointments. 9OU ARE A TO WEEK PREP STUDENT (Approach C) if: You accept or find a date for the prom a week before the big day. You work best under pressure and close deadlines. You feel very confident with the skills and background youâ&#x20AC;&#x2122;ve learned in your AP English Language and Composition class. You decided late in the year to take the exam. You like surprises. You feel okay if you arrive 10 to 15 minutes late for an appointment.
48BEWBOUBHF DPN
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CALENDARS FOR EACH PLAN
>Â?iÂ&#x2DC;`>Ă&#x20AC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; ÂŤÂŤĂ&#x20AC;Â&#x153;>VÂ&#x2026;Ă&#x160; \Ă&#x160;Ă&#x160; 9i>Ă&#x20AC;Â?Â&#x153;Â&#x2DC;}Ă&#x160;*Ă&#x20AC;iÂŤ>Ă&#x20AC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; *Ă&#x160; Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Ă?>Â&#x201C; Strategy
Although its primary purpose is to prepare you for the AP English Language and Composition exam you will take in May, this book can enrich your study of language and composition, your analytical skills, and your writing skills. 3%04%-"%2n/#4/"%2 (Check off the activities as you complete them.)
Determine into which student mode you would place yourself. Carefully read the Introduction and Chapter 1. Pay very close attention to the â&#x20AC;&#x153;Walk Throughâ&#x20AC;? the Diagnostic exam. Get on the Web and take a look at the AP website(s). Skim the Comprehensive Review section. (These areas will be part of your yearlong preparation.) Buy a highlighter. Flip through the entire book. Break the book in. Write in it. Highlight it. Get a clear picture of what your own schoolâ&#x20AC;&#x2122;s AP English Language curriculum is. Review the Bibliography and establish a pattern of outside reading. Begin to use this book as a resource. ./6%-"%2 (The first 10 weeks have elapsed.) Write the argumentative essay in the Diagnostic exam. Compare your essay with the sample student essays. Refer to Chapters 6 and 9 on the argumentative essay. Take five of our prompts and write solid opening paragraphs.
$%#%-"%2 Maintain notes on literary works studied in and out of class. Refine analytical skills (see Chapters 5 and 8). Write one of the two analytical essays in the Diagnostic exam. (This will depend on the organization of your own curriculum.) Compare your essay with the sample student essays. *!.5!29 (20 weeks have now elapsed.) Write the synthesis essay in the Diagnostic exam. (This will depend on your previous choice.) Compare your essay with the sample student essays. Refer to Chapters 7 and 10 on the synthesis essay. &%"25!29 Take the multiple-choice section of the Diagnostic exam. Carefully go over the explanations of the answers to the questions. Score yourself honestly. Make a note of terms and concepts and types of questions that give you trouble. Review troublesome terms by checking the Glossary.
)PX UP 1MBO :PVS 5JNF -!2#( (30 weeks have now elapsed.) Form a study group. Choose a selection you have studied in class and create an essay question to go with it, or you can use one of our suggested prompts. Choose a passage from a current editorial and create an essay question to go with it, or you can choose one of our suggested prompts. Write one of the analytical essays. Write one of the synthesis essays. Compare essays and rate them with your study group. (Use our rubrics.) !02), Take Practice Exam 1 in the first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses.
48BEWBOUBHF DPN
Practice creating multiple-choice questions of different types with your study group. Develop and review worksheets for and with your study group. -!9â&#x20AC;&#x201D;First two weeks (THIS IS IT!) Highlight only those things in the Glossary about which you are still unsure. Ask your teacher for clarification. Study! Write at least three times a week under timed conditions. Take Practice Exam 2. Score yourself. Give yourself a pat on the back for how much you have learned and improved over the past nine months. Go to the movies. Call a friend. Get a good nightâ&#x20AC;&#x2122;s sleep. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST!
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>Â?iÂ&#x2DC;`>Ă&#x20AC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; ÂŤÂŤĂ&#x20AC;Â&#x153;>VÂ&#x2026;Ă&#x160; \Ă&#x160;Ă&#x160; -iÂ&#x201C;iĂ&#x192;Ă&#x152;iĂ&#x20AC;Â&#x2021; Â&#x153;Â&#x2DC;}Ă&#x160;*Ă&#x20AC;iÂŤ>Ă&#x20AC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; *Ă&#x160; Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Ă?>Â&#x201C; Strategy
The following calendar assumes that you have completed one semester of language and composition and will use those skills you have been practicing to prepare you for the May exam. You still have plenty of time to supplement your course work by taking our study recommendations, maintaining literary notations, doing outside readings, and so forth. We divide the next 16 weeks into a workable program of preparation for you.
*!.5!29n&%"25!29 (Check off the activities as you complete them.) Carefully read the Introduction and Chapter 1. Write the three essays on the Diagnostic exam. Compare your essays with the sample student essays. Complete the multiple-choice section of the Diagnostic exam. Carefully go over the answers and explanations of the answers. Take a close look at the Bibliography for suggestions regarding possible outside readings. -!2#( (10 weeks to go) Form a study group. Choose a favorite essay or excerpt from a book and create an essay question to go with it, or you can use one of our suggested prompts. Choose a prose passage or essay and create an essay question to go with it, or you can choose one of our suggested prompts. Write one of the analytical essays. Write one of the synthesis essays. Compare essays and rate them with your study group. (Use our rubrics.)
!02), Take Practice Exam 1 in the first week of April. Evaluate your strengths and weaknesses. Study appropriate chapters to correct weaknesses. Practice creating multiple-choice questions of different types with your study group. Develop and review worksheets for and with your study group. -!9Â&#x2C6;First two weeks (THIS IS IT!) Highlight only those things in the Glossary about which you are still unsure. Ask your teacher for clarification. Study! Write at least three times a week under timed conditions. Take Practice Exam 2. Score yourself. Give yourself a pat on the back for how much you have learned and improved over the past nine months. Go to the movies. Call a friend. Get a good nightâ&#x20AC;&#x2122;s sleep. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST!
)PX UP 1MBO :PVS 5JNF
>Â?iÂ&#x2DC;`>Ă&#x20AC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160; ÂŤÂŤĂ&#x20AC;Â&#x153;>VÂ&#x2026;Ă&#x160; \Ă&#x160; {Â&#x2021;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x2C6;Â&#x2021;7iiÂ&#x17D;Ă&#x160;*Ă&#x20AC;iÂŤ>Ă&#x20AC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160;vÂ&#x153;Ă&#x20AC;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; *Ă&#x160; Â&#x2DC;}Â?Â&#x2C6;Ă&#x192;Â&#x2026;Ă&#x160; >Â&#x2DC;}Ă&#x2022;>}iĂ&#x160;>Â&#x2DC;`Ă&#x160; Â&#x153;Â&#x201C;ÂŤÂ&#x153;Ă&#x192;Â&#x2C6;Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x160; Ă?>Â&#x201C; Strategy
At this point, we assume that you have been developing your argumentative, analytical, and writing skills in your English class for more than six months. You will, therefore, use this book primarily as a specific guide to the AP English Language and Composition exam. Remember, there is a solid review section in this book, to which you should refer. Given the time constraints, now is not the time to try to expand your AP curriculum. Rather, it is the time to limit and refine what you already do know. !02),
Skim the Introduction and Chapter 1. Carefully go over the â&#x20AC;&#x153;Rapid Reviewâ&#x20AC;? sections of Chapters 5 through 10. Strengthen, clarify, and correct your weak areas after taking the Diagnostic exam. Write a minimum of three sample opening paragraphs for each of the three types of essays. Write a minimum of two timed essays for each type of essay on the exam. Complete Practice Exam 1. Score yourself and analyze your errors. Refer to the appropriate chapters to correct weaknesses. Refer to the Bibliography.
If you feel unfamiliar with specific forms of discourse, refer to the list of suggested appropriate works. Develop a weekly study group to hear each otherâ&#x20AC;&#x2122;s essays and discuss writing. Skim and highlight the Glossary.
-!9Â&#x2C6;First two weeks (THIS IS IT!) Complete Practice Exam 2. Score yourself and analyze your errors. Refer to the appropriate chapters to correct weaknesses. Go to the movies. Call a friend. Get a good nightâ&#x20AC;&#x2122;s sleep. Fall asleep knowing you are well prepared.
GOOD LUCK ON THE TEST! â&#x20AC;&#x153;One of the first steps to success on the AP exam is knowing your own study habits.â&#x20AC;? â&#x20AC;&#x201D;Margaret R., AP Language teacher
48BEWBOUBHF DPN
4FDUJPO * PG UIF &YBN )PX UP "QQSPBDI UIF .VMUJQMF $IPJDF 2VFTUJPOT An accurate reading of footnote 7 informs the reader that the author based his material on ______________. A. Society of the Spectacle, rev. ed. 1977 B. Society of the Spectacle, 1970 C. La sociĂŠtĂŠ du spectacle, 1967 D. The Black and Red, 1970 E. Buchat-Chastel, 1967 The author directly involves the reader using which of the following linguistic devices? A. direct address B. exhortation C. metaphor D. direct quotation E. rhetorical question â&#x20AC;&#x153;initial contextsâ&#x20AC;? in line 35â&#x20AC;&#x201C;36 refers to ______________. A. â&#x20AC;&#x153;our second optionâ&#x20AC;? (28) B. â&#x20AC;&#x153;historical explanationâ&#x20AC;? (28â&#x20AC;&#x201C;29) C. â&#x20AC;&#x153;inventory of aesthetic achievementâ&#x20AC;? (30) D. â&#x20AC;&#x153;contemporary vanguard artâ&#x20AC;? (33) E. â&#x20AC;&#x153;disinterested aesthetic perusalâ&#x20AC;? (31) The main concern of the passage is contained in which of the following lines? A. â&#x20AC;&#x153;Since the 1920â&#x20AC;&#x2122;s . . . and so on.â&#x20AC;? (4â&#x20AC;&#x201C;8) B. â&#x20AC;&#x153;The viewer . . . critical evaluations.â&#x20AC;? (13â&#x20AC;&#x201C;14) C. â&#x20AC;&#x153;In retrieving . . . geographical mobility.â&#x20AC;? (14â&#x20AC;&#x201C;16) D. â&#x20AC;&#x153;I can imagine . . . of the fine arts.â&#x20AC;? (37â&#x20AC;&#x201C;39) E. â&#x20AC;&#x153;The former . . . mechanical medium.â&#x20AC;? (46â&#x20AC;&#x201C;49) The most probable implication of this passage is that ______________. A. historians are cynical B. historians are naĂŻve C. readers/viewers must be aware of the bias inherent in source material D. viewers/readers are ill equipped to make critical evaluations E. dealing with photographs demands a combination of the mechanical and the aesthetic
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The purpose of footnote 9 is to ______________. A. enhance the reputation of the writer B. cite a primary source C. direct the reader to opposing positions D. compare differing cultures E. provide a historical context The tone of the passage can best be described as ______________. A. argumentative and scholarly B. romantic and artistic C. philosophical and didactic D. informative and sarcastic E. informal and playful According to the author, the power of photography as historical illustration is found in the ______________. A. historian B. spectator C. picture press D. image itself E. camera The last paragraph is primarily developed using which of the following rhetorical strategies? A. cause and effect B. comparison and contrast C. definition D. description E. narration The reader may infer from the footnotes that the author is a(n) ______________. A. photographer himself B. journalist reporting on photography C. fan of Leni Reifenstahl D. established authority in this field E. art critic
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Answers and Explanations Ă?ÂŤÂ?>Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160;Ă&#x160; ->Â&#x201C;Ă&#x2022;iÂ?Ă&#x160; Â&#x153;Â&#x2026;Â&#x2DC;Ă&#x192;Â&#x153;Â&#x2DC;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E; ! Although references to poetic style and to Dryden are contained in the passage, they are included to illuminate the character of Pope. % No references to body versus soul are in the passage. We do find references to both the prose and the poetry of Pope and Dryden. We are told of Popeâ&#x20AC;&#x2122;s monetary concerns, and we can infer the contrast between Popeâ&#x20AC;&#x2122;s broken body and healthy mind. ! This is a fairly straightforward interpretation of a figurative line. The idea of â&#x20AC;&#x153;long on the wingâ&#x20AC;? naturally leads the reader to think of endurance. $ A careful reading of this passage allows you to locate each of the devices, except satire. " Lines 20â&#x20AC;&#x201C;21 clearly state that the two men were equally gifted. % Lines 9 and 10 tell the reader that Popeâ&#x20AC;&#x2122;s humor was condescending. Lines 14â&#x20AC;&#x201C;15 allude to his use of ridicule, and the reader may infer that these characteristics were carried over into Popeâ&#x20AC;&#x2122;s writing. " The author never interjects his own feelings, and the diction and syntax remain on a scholarly, elevated level. % Carefully read lines 23 and 24 and you will see a direct correlation between those lines and choice E. ! This is strictly a vocabulary question. You should be able to use the context clues of â&#x20AC;&#x153;minuteâ&#x20AC;? and â&#x20AC;&#x153;diligentâ&#x20AC;? to lead you to choose A. $ If you go to lines 25â&#x20AC;&#x201C;29, you will see that Pope demanded perfection of himself and his writing. This characteristic is further extended with the clause in line 29. # Both words indicate a practiced, continuous, and extreme control of the work at hand. Even the â&#x20AC;&#x153;velvet of the lawnâ&#x20AC;? indicates a tightness, a smoothness, and a richness of form and content. " If it were a contest, Pope would be declared the winner by Johnson. A close
reading of both the structure and the content of the paragraph leads the reader to Pope. When discussing Dryden and Pope, Pope has the last work. This allows Pope to linger in the readerâ&#x20AC;&#x2122;s mind. â&#x20AC;&#x153;Frequentâ&#x20AC;? with Dryden and â&#x20AC;&#x153;perpetualâ&#x20AC;? with Pope is another indication of Samuel Johnsonâ&#x20AC;&#x2122;s preference.
Ă?ÂŤÂ?>Â&#x2DC;>Ă&#x152;Â&#x2C6;Â&#x153;Â&#x2DC;Ă&#x192;Ă&#x160;Ă&#x152;Â&#x153;Ă&#x160;Ă&#x152;Â&#x2026;iĂ&#x160; Â&#x2C6;Â?Â&#x201C;>Â&#x2DC;Ă&#x160; Ă&#x192;Ă&#x192;>Ă&#x17E; $ Although Gilman touches upon each of the choices in the passage, A, B, C, and E are details used to support her argument that a man-managed nation is an imperfect culture. " The question requires the student to be familiar with methods of logical reasoning and logical fallacies. Gilman presents the syllogism men use to deny women the right to vote: 4 HOSE WHO fiGHT MAY VOTE 7OMEN DO NOT fiGHT 4HEREFORE WOMEN MAY NOT VOTE â&#x20AC;&#x153;Thoseâ&#x20AC;? is understood to be men. The first premise is incorrect, as is the second premise. This being the case, the conclusion is invalid. % This question depends upon both vocabulary and careful reading. Paragraph 8 points to a philosophy that desires to exclude women from politics. Therefore, any political involvement must be male-centered. ! Most readers expect quotations to be used to indicate a direct quotation or specific titles of works. However, there are other uses for these bits of punctuation. One is to set off specific words or phrases used by others in a given context. Here, Gilman is making direct reference to the words employed by societyâ&#x20AC;&#x2122;s male leadership. % Because the argument of the passage is to criticize the aggressive nature of politics in a male-managed society and to point out the results of combining politics and warfare, the question demands details that support the idea of aggression being detrimental to society. The only choice that does not reflect this idea is E.
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shap aroun d us. What Shap es are all re? find in the big pictu ¿Qué forma s en todas parte s. Las forma s están e? grand o dibuj en el pued es enco ntrar
Dd
Cc
Bb
Aa
dog el perro
Ee
cat el gato
basketball el baloncesto
elephant el elefante
apple la manzana
las
popco rn maíz palom itas de
Ff bench el banco
Coun ting by 2’s Conta ndo de a 2
purse la carter a
Can you count by 2 up to 20? ¿Puedes contar de 2 en 2 hasta
7
6
4
candles velas
cookies galletas
scooters monopatin es
Mm
Jj
20?
2
16
tables mesas
Kk
kite la cometa
glasses lentes
Nn
soccer balls pelotas de fútbol
tables
18
Ss
clams almejas
Ll
leaf la hoja
monkey el mono
sun el sol
Tt
turtle la tortuga
soccer balls pelotas de fútbol
combs
marbles
peines
canicas
candles velas
cookies galletas
glasses lentes
Xx
clams almejas
watch el reloj
acorns bellotas
27
rainbow el arcoiris
queen la reina
Vv
Uu
Yy yo-yo el yoyó
acorns bellotas
Rr
Pp
umbrella el paraguas
20 scooters monopatines
octopus el pulpo
marbles canicas
Ww mesas
Oo
nest el nido
penguin el pingüino
combs peines
10
26
house la casa
fish el pescado
j eans los j eans
6 8
14
igloo el iglú
gorilla el gorila
www.SkWids.c om
12
Ii
Hh
Gg
violin el violin
Zz zebra la cebra
x-ray la radiografía 2/9/17 3:19 PM
a
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Words My Book of
Mi Libro de las Palabras
e f d
Contents / Índice Note to parents / Nota para los padres ................................ 5 Wild animals / Los animales salvajes ................................... 6 Animal homes / Las casas de los animales .......................... 8 Animal babies / Los bebés de los animales ......................... 10 Plants / Las plantas ............................................................. 12 Features of the land / Características de la tierra ............... 14 Weather / El tiempo ............................................................. 16 Seasons / Las estaciones .................................................. 18 In a rain forest / En una selva tropical ................................ 20 My body / Mi cuerpo .......................................................... 22 Staying healthy / Mantenerse saludable ............................. 24 Clothing / La ropa ............................................................... 26 Feelings / Los sentimientos ................................................. 28 Hobbies / Pasatiempos ...................................................... 30 Sports / Los deportes ......................................................... 32 Pets / Las mascotas ......................................................... 34 Family members / Los integrantes de la familia ................. 36 Community helpers / Los trabajadores comunitarios ...................................................................... 38 Getting around / Formas de desplazarse ............................ 40 Around town / Por la ciudad ............................................... 42 Games / Juegos ................................................................. 44 Look again! / ¡Mira de nuevo! ............................................ 46 Words activities / Actividades con las palabras ............................................. 47 Answer key / Clave de respuestas ...................................... 48
Wild animals Los animales salvajes Wild animals live in nature. What is your favorite wild animal? Los animales salvajes viven en la naturaleza. ÂżCuĂĄl es tu animal salvaje favorito? giraffe la jirafa
elephant el elefante
bear el oso
snake la serpiente
kangaroo el canguro
frog la rana
6
giraffe
elephant
bear
snake
frog
kangaroo
la jirafa
el elefante
el oso
la serpiente
la rana
el canguro
www.Skwids.com
monkey el mono
lion el leรณn
gorilla el gorila seahorse el caballito de mar
zebra la cebra alligator el caimรกn
lion
monkey
gorilla
seahorse
alligator
zebra
el leรณn
el mono
el gorila
el caballito de mar
el caimรกn
la cebra
MyBooks_words_bi-ling_2020.indd 7
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9/26/19 4:
Animal homes Las casas de los animales Some animals use homes to protect them from danger. Algunos animales usan las casas para protegerse del peligro. tree el รกrbol hive la colmena
den la guarida
8
hive
tree
den
la colmena
el รกrbol
la guarida
www.Skwids.com
log el tronco
burrow la conejera
shell la concha
nest el nido
lodge la madriguera
burrow
shell
log
lodge
nest
la conejera
la concha
el tronco
la madriguera
el nido
yBooks_words_bi-ling_2020.indd 9
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9/26/19 4:31 P
My
s d r o W h t i w n Fu
SWAdvantageOnline.com
My Fun with Words
Simple and fun first dictionary with over 1,000 words.
ball In many games and sports you use a ball. A ball is round, but a football is not completely round.
e M Ask
SWAdvantageOnline.com
Ask Me Now you know sections summarize and review key facts and main ideas.
Who has a t ru mpet nose?
Elephants blow through their trunks making a noise like the sound of a trumpet! The elephant’s trunk actually
is a long nose and an upper lip. An elephant uses its trunk to pull leaves from trees and to pull up grass to eat. The trunk is also used for drinking and squirting water.
e? Who has a h ai ry nos A rhinoceros, whose horn is made not of bone but of a material that is like a mixture of hair and fingernails. The horn grows for the rhino’s entire life and is permanently joined to its nose. Rhinos can push down small trees with their horns.
The three largest land animals on Earth live in Africa. African elephants are the largest, rhinoceroses are the second-largest, and hippos are thirdlargest. All three are mammals.
The elephant’s tusks are two long top teeth. They are very strong, and an elephant can lift as much as 2,000 pounds (900 kilograms).
Whose name means “river h orse”?
The hippopotamus! Its name comes from
two Greek words that mean “river horse,” even though it’s more closely related to whales. Hippos spend most of their time in rivers. They roam on land only at night, looking for a dinner of fruits and vegetables along the riverbank.
10
Imaginative text written by experts.
www.SkWids.com
Fun facts and illustrations engage children and make learning fun!
11
100 reusable stickers provide hours of interactive learning.
Contents
6
4 Wh
W
nd Birds_19.indd 2
h? s have
te
iv
es
l
ake
14 ho
12 et
sn
?
o
s two tong
? ues
Do
zards disappear
Wh
o ha
n li
10
8 Wh
Ca
? at h n i k s as scaly
in the sea?
16 lla has a o c frilly
r? Who is Supermom?
12/5/18 10:14 PM
24
is the flamingo p
in
28 Wh
o ha
tiles and Birds_19.indd 3
t s e n s a messy
W
?
ho
hy d o turkeys go
Who
t
?
Wh
o has blue
fee
32
30 ?
s
is king of the
26 le?
hy
k?
22 W
W
ky
h ani mals have
wi n
20
bb
hic
gs
W
?
18
Index
has a foot nest
?
12/5/18 10:14 PM
y l a skin? c a s t h h s a W
Crocodiles, tortoises, lizards, and snakes all have scaly-looking skin. All are reptiles, with dry, tough skin that looks like it is made of scales. A scale is thin, hard, and flat. On some reptiles, the scales overlap like shingles on a roof. Reptiles also have a skeleton inside their bodies and
python
a backbone. All reptiles are cold-blooded. This means they need to sunbathe to keep warm.
crocodile
Most reptiles lay their eggs on dry land.
Frogs and toads have skeletons, lay eggs, and are cold-blooded, but theyâ&#x20AC;&#x2122;re not reptiles. They are amphibians. Their skin is moist instead of dry and tough. They also lay their eggs in water.
4
Birds_19.indd 4
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e s l i l t i ve? r p e e h d e or W
Most lizards and snakes live on land, and most turtles and crocodiles live in water. Many reptiles, like this shovel-snouted lizard, live in the hot desert. To keep its feet cool, the lizard holds two legs up in the air. Then, it switches legs.
giant tortoise
Dinosaurs were ancestors of modern reptiles. But they didnâ&#x20AC;&#x2122;t look the same as the reptiles of today. Dinosaurs, such as Tyrannosaurus rex, disappeared from Earth long ago. iguana
www.Skwids.com
5
m a i l n f go pi n k? y h i e s h t W The flamingo gets its pink color from its food. It eats pink shrimp. If
it stops eating pink shrimp, it turns a grayish-white color. A flamingoâ&#x20AC;&#x2122;s beak is lined with horny plates through which water passes but not food. It uses its beak like a sieve, to catch the small shrimp when it takes a gulp of water.
bird h c i h W umbr fish e n lla? es under a
The black heron, found in Africa, spreads its wings like an umbrella when it hunts. It tucks in its head and waits. Soon a fish swims into the shady water and is caught by the heron.
22 Reptiles and Birds_19.indd 22
12/5
Which bi rd stores food?
The acorn woodpecker finds acorns during the fall and stores them in oak trees. It drills lots of small holes in the bark of the tree, just the right size for an acorn to fit. This way the woodpecker has enough food stored to last all year.
Birds have many different ways of finding, and storing, their food.
A type of bird called an oxpecker helps big animals to get rid of their nits. Oxpeckers perch on animals like giraffes and eat the tiny insects that live in the animalsâ&#x20AC;&#x2122; fur.
www.Skwids.com
23
n r a e L & e r o l Exp
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9/27/19 4:16
Also included! Glow-in-the-dark Constellations poster, 54-inch-tall My Body poster, and World Map poster
Explore & Learn Projects in each section Dozens of simple projects for children to do!
Feed the birds Do you ever hear the birds singing in your yard? If you make this bird feeder, they will become regular visitors.
it has a short, blunt beak for cracking the food open. Birds that feed on insects have pointed beaks for picking them off leaves and bark. Birds of prey, such as hawks and eagles, have hooked beaks for tearing up their food. A bird’s legs and feet can also help it feed. Some birds have long legs that let them wade into deep water to fish. Some have hooked claws called talons that help them grip their prey.
Blunt beak The zebra finch has a short, blunt beak and feeds on grass seeds. It lives in Australia.
After an adult has drilled the holes in the wood, paint the wood. When the paint is dry, push the ropes’ ends through the holes. Make a thick knot at each of the ropes’ ends. This is the base of your bird feeder. Glue the water container to the wood.
Long legs and a pointed beak A heron’s long legs allow it to wade after fish and frogs. It has a spearlike beak that it uses to catch its prey.
Hang your bird feeder near a window. Keep a record of your bird visitors. Make sure that the water container is full, and put out crumbs or wild birdseed for the birds each day.
Talons and a hooked beak The osprey has talons on its feet to help it catch fish and a hooked beak to rip the fish into small pieces to eat. Pointed beak The wren uses its pointed beak to feed on caterpillars, beetles, and other insects it finds on plants or among stones on the ground.
You will need
• piece of wood, 12 in (30 cm) square, with a hole in each corner • two pieces of rope, 30 in (76 cm) long • container to hold water • cup hook glue • • paint •two paint brushes
birds
Beaks and claws A bird’s beak is a big clue to what it eats. If the bird eats hard food, like seeds,
word search talon the claw of a bird of prey. wade to walk through water.
Ask an adult to help you screw a cup hook to the underside of the bird table. Make a suet cake and hang it from the hook.
60 The tiny bee hummingbird is only about 2 inches (5 centimeters) long.
Make a suet cake to help feed birds in the winter. You will need • 8 oz (250 g) lard or fat • birdseed • grated carrot • bread crumbs • string Ask an adult to melt the lard or fat over low heat. Add all the ingredients (except the string). Stir well. Allow to cool. Form a ball of mixture around one end of the string. Leave it to harden.
61
Word Search Search new or difficult words or phrases. Each word is explained to improve a child’s understanding of the text.
Reading Comprehension Can You Remember sections pose questions to ensure your children remember the most important points.
1 Is this a plant? What is it called? 12
45
Greenl and (Denma rk) A R U S S I
HUDSON BAY
CANADA
24
17 How old are kittens before they open their eyes? 19 What is special about this eagle? 80 35
28
8 What is this plant 9 What are these called? How does it called and where do get extra food? they grow?
7 How does a bee help plants grow? 32
BAHAMAS
VENEZUELA
COLOMBIA
1 HAITI REPUBLIC 2 DOMINICAN (USA) 3 Puerto Rico NEVIS 4 ST. KITTS AND BARBUDA 5 ANTIGUA AND (France) 6 Guadeloupe 7 DOMINICA (France) 8 Martinique 9 ST. LUCIA 10 BARBADOS AND THE GRENADINES 11 ST. VINCENT
EQUATO R
18 Can you name these animals that live in a pond?
63
20 Why does this hare grow a white coat in winter?
E
RN TROPIC OF CAPRICO
72
F
AY
BELGIUM 1 AUSTRIA 2 14
FRANCE 11
PORTUGAL
13
12
16
SPAIN
3 4
TUNISIA MOROCCO
LIBYA
GHANA
BURKINA FASO
TOGO BENIN
CENTRAL AFRICAN REPUBLIC
RWANDA
GABON
AY
MYANMAR (BURMA) LAOS
INDIA
THAILAND
PHILIPPINES VIETNAM
N
ME
PALAU
CAMBODIA BRUNEI
SRI LANKA
MALAYSI A
MALDIVES
SINGAPORE
S I A I N D O N E
SOMALIA
EAST TIMOR
INDIAN OCEAN
SEYCHELLES
BURUNDI
TANZANIA COMOROS
ANGOLA
NAMIBIA
GU
BANGLADESH
UAE
YE
JAPAN
SOUTH KOREA
NEP BHUTAN AL
KENYA
DEMOCRATIC REPUBLIC OF THE CONGO
THE CONGO
MALAWI
ZAMBIA
R MOZAMBIQUE MADAGASCA
ZIMBABWE
AUSTRAL
MAURITIUS Réunion (France)
BOTSWANA
SOUTH ATLANTIC OCEAN
RA
QATAR
SAUDI ARABIA ERITREA
PAKISTAN
SOUTH ETHIOPIA SUDAN UGANDA
CHINA
TAJIKISTAN
AFGHANISTAN
DJIBOUTI
NIGERIA
PRINCIPE SÃO TOMÉ AND GUINEA EQUATORIAL REPUBLIC OF
BRAZIL
BOLIVIA PA
N
IRAN
NORTH KOREA
KYRGYZSTAN
KIS
TA
JORDAN KUWAIT BAHRAIN
SUDAN
CHAD
NIGER
BE
IRAQ
EGYPT
ALGERIA
GUINEA
UZ
TURKMENISTAN
ARMENIA
SYRIA
Western Sahara
SENEGAL GAMBIA
GUINEA-BISSAU SIERRA LEONE LIBERIA CÔTE D’IVOIRE
PERU
SOUTH PACIFIC OCEAN
TURKEY
CYPRUS LEBANON ISRAEL
MALTA
15
ECUADOR
12 GRENADA AND TOBAGO 13 TRINIDAD 14 Aruba (Netherlands)
UKRAINE
GREECE
MONGOLIA
KAZAKHSTAN
SLOVAKIA MOLDOVA HUNGARY AZERBAIJAN ROMANIA 5 6 GEORGIA 7 10 9 BULGARIA 8
ITALY
OO N
10
13
LATVIA LITHUANIA BELARUS
CZECH REPUBLIC
MAURITANIA MALI CAPE VERDE
5 6 8
e)
4
nc
3 7 9 11 12
ra
2
(F
1
CUBA BELIZE JAMAICA HONDURAS 14
ESTONIA
POLAND
GERMANY
MER
GULF OF MEXICO
NICARAGUA GUATEMALA EL SALVADOR COSTA RICA PANAMA
YA NA NAM E Gui an a
MEXICO
TROPIC OF CANCER
D
h
4 What kind of forest do these animals live in?
8 ALBANIA 9 MACEDONIA 10 KOSOVO 11 ANDORRA 12 MONACO 13 SAN MARINO IN 14 LIECHTENSTE (UK) 15 Gibraltar 16 VATICAN CITY
Bermuda (UK)
RI
16 Do you know which is the frog and 55 which is the toad?
NORTH PACIFIC OCEAN
GU
C
FINLAND
DENMARK S
NETHERLAND UNITED KINGDOM
IRELAND
G 1 LUXEMBOUR D 2 SWITZERLAN 3 SLOVENIA 4 CROATIA ZEGOVINA 5 BOSNIA-HER 6 SERBIA O 7 MONTENEGR
UNITED STATES OF AMERIC A
enc
22
15 How do fish breathe underwater?
SU
51
Fr
3 What kind of wood is used to make model planes?
NORTH ATLANTIC OCEAN
Alaska (USA)
CA
B
NO RW
ICELAND
21
SWED
EN
48
6 Can you name these seasonings? 27
90
EAN ARCTIC OC
W or ld m ap
A
C H I L E
5 What do plants’ leaves have a coat of? What does this do?
14 What spider is as big as a dinner plate?
11
10
9
8
7
6
5
4
3
2
1
13 What insect guards its eggs?
2 How can you tell the age of a tree? 20
39
12 How many pairs of wings does a beetle have? Do you know what this 43 beetle is called?
OM AN
contains a clue—the page number where you will find the answer.
11 What are these animals called?
10 Is a rabbit a carnivore, herbivore, or omnivore? 37
can you remember?
Can you remember? Now that you have finished reading about the natural world, try answering the following questions. Each picture
SWAZILAND
SOUTH AFRICA
LESOTHO
URUGUAY
ARGENTINA
83
SOUTHERN
OCEAN
G SOUTHERN
OCEAN
ANTAR CTICA
91
H
1
2
3
4
5
6
7
8
9
10
What is the natural world? The natural world is the world of living things and their natural surroundings. There are two main kinds of living things. They are plants and animals. You can find them in almost every place on Earth. Some living things are found on the floor of the deepest oceans. Others float or fly through the air above the clouds. In between the deep ocean and the sky is the land, with its forests, deserts, lakes, and rivers. All these places are part of the natural world. In the ocean Billions of tiny plants and animals live in the water near the surface of the ocean. They drift in the ocean currents and are called plankton.
word search currents movement of water in a river or in the ocean. planet a huge, round object that moves around a star. Deepest oceans Rattail fish live at the bottom of the deepest oceans. They feed on shrimps and worms that they find on the ocean floor.
8
Is there life in seas on other planets?
living things
In the air A spider makes a silk streamer. The wind blows and lifts the streamer and spider into the air. Some very small spiders are lifted into the clouds, then sink to the ground and spin a web.
One of Jupiterâ&#x20AC;&#x2122;s moons is Europa. It is covered in ice. NASA hopes to explore Europa by 2031. There may be life in the water under the ice.
The Earth The only place that we know where plants and animals live. Life on land These plants and animals live in Africa. It is the large piece of land you can see in the right of the picture of Earth.
count How many animals and plants can you think of? Ask one of your friends to count up the names as you say them.
9
What is a flowering plant? A flowering plant grows from a seed. When the seed is warm and damp, it sprouts a root and then a shoot. The root and shoot are the two main parts of a flowering plant. The shoot grows into the stem, leaves, and flowers. There are more flowering plants than all other plants put together. You can identify each one by the shape and color of its flowers and leaves. The flower helps the plant to produce new plants by making pollen and seeds. Insects also help by carrying the pollen from flower to flower (see page 28). bud flower
Seedling A seed takes in water from damp ground and a tiny seedling grows out of it. As the seedling gets bigger, flowers develop on its stem.
word search pollen a powder that plants need to make seeds. seed contains the parts to grow a tiny flowering plant. seedling the small young plant that grows out of a seed.
16
leaf
stem
root
flowering plants
Many flowers Some flowering plants have many flowers growing on one stem.
floret
Inside a flower This close-up picture shows the petals and stamens of a flower. Hidden inside is the ovary, where seeds grow.
Flower head This is a flower head. It is made up of many tiny flowers called florets.
Petals are brightly colored and have a scent that attracts insects to the flower.
Stamens have tips that produce pollen.
17
Tropical water wonderland Create an underwater wonderland full of tropical fish, seaweed, and shells. Make a boat to sail across the deep blue sea in search of buried treasure.
You will need
• large plastic jar with lid • thick paper • blue paint and brush • glitter • different colored felt-tip pens • lengths of colored thread • tape • gold paint • old junk jewelry • scissors • small cardboard box • sand and shells • green tissue paper
Brush thin blue paint on the inside of the jar to look like water. Leave the jar to dry. Place sand, shells, and your starfish in the bottom of the jar.
Cut out a circle of paper the same size as the jar lid. Paint both sides blue. Tape it to the top of the lid so the lid looks like water. Draw some fish on paper. Color them with felt-tip pens and cut them out. Attach long pieces of thread to the fish with a little tape. Draw, color, and cut out a starfish.
Draw a boat like this one on some paper. Color both sides of the boat with felt-tip pens and cut it out.
52
nw_49-96_20.indd 52
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fish
Ask an adult to make a small cut in the center of the jar lid. Slide the base of your boat into the cut. Make seaweed from green tissue paper and attach it to the lid with tape. Attach the fish by taping the ends of their threads to the underside of the lid.
Why not make a treasure chest from a cardboard box to add to your jar?
Place the jar on a windowsill and imagine traveling in your sailboat across a tropical wonderland.
Find out more about underwater life on pages 50, 51, 66, 67, 70, 71, 72 and 73.
nw_49-96_20.indd 53
53 9/27/19 10:51 AM
College Entrance Advantage 70
Princeton Review materials really work! Accelerated Study Schedule
MY ROADMAP TO COLLEGE
Session 1 Subject
SAT Schedule
Math Reading Vocabulary
This roadmap shows the “ideal” sequence of steps you should take throughout high school to prepare for college. To get the most out of the College Entrance Advantage (CEA), follow the study schedule as closely as possible and be sure to review lessons again if you struggle with a concept.
Session 2 DVD
Resource Manual
1.1 Introduction 1.2 No More Algebra
Pages 2-19
3.1 Introduction 3.2 Sentence Completion
Pages 271-282 Pages 283-321
Resource Manual Only
Pages 489-493
Subject Math
Subject
ACT Schedule
Math English
Session 3 DVD
Resource Manual
1.3 Guide to Gridding 1.4 Fundamentals
Pages 20-90 Pages 227-231
2.1 Introduction 2.2 The Essay
Pages 531-585
3.3 Fundamentals 3.4 In Your Own Words 3.5 Specific Question Types
Pages 322-372
Resource Manual Only
Pages 494-501
DVD
Resource Manual
2.1 Introduction 2.2 No More Algebra
Pages 843-846
Math
1.1 Introduction 1.2 Complete
Pages 761-764
Subject
Reading
Subject Math Writing
Writing
Reading Vocabulary
DVD
Resource Manual
2.3 Fundamentals 101r 2.4 Fundamentals
Pages 847-848 Pages 849-862
3.1 Introduction 3.2 Fundamentals
Pages 951-953
A few tips:
Resource Manual Pages 121-227 Pages 643-656, 678-700
3.6 Purpose Questions
Pages 411-454
Resource Manual Only
Pages 502-509
Subject Math
DVD
Resource Manual
1.6 More Ways to Plug in 1.7 Arithmetic
Pages 91-120
Writing
2.4 Grammar, Error ID and More Grammar
Pages 586-642
Reading
3.7 Additional Question Types
DVD Only
Resource Manual Only
Pages 510-517
Vocabulary
Subject
Session 5
Session 4 DVD 1.5 Geometry 2.3 Grammar & Improving Sentences
Reading Vocabulary
DVD
Resource Manual
2.5 Plane Geometry 101 2.6 Plane Geometry
Pages 863-878 Math Practice Test Pages 900-921
Science
4.1 Introduction 4.2 Basics
Pages 1002-1004
Writing
English
1.3 Grammar 101
Pages 765-772
Reading
3.3 Work the Questions and Answers
Reading Practice Test 1 Pages 954-976
English
1.4 Consistent, Clear, Concise
Pages 773-782 English Practice Test 1 Pages 783-809
Math
• It’s never too early to prepare for standardized tests. The more familiar you are with strategy and test questions the better you’ll do!
Subject
DVD
Math
Resource Manual
2.7 Word Problems 101
Science
Subject Math
5.1 Preview
Pages 1064-1088
Resource Manual Pages 232-243 DVD Only
2.5 Improving Paragraphs
Pages 657-677
3.8 Master the POE 3.9 Dual Passages 3.10 Minor Question Types
Pages 701-727 Pages 373-410, 455-475 Pages 728-741
Resource Manual Only
Pages 518-530
Subject
Pages 879-890 Science Practice Test 1 Pages 1005-1032
4.3 Fighting Scientist
DVD 1.8 Functions & Graphs 1.9 General Practice
Writing Reading Vocabulary
Math
Science
DVD
Resource Manual
2.9 Coordinate Geometry 101 2.10 Coordinate Geometry 2.11 Advanced Math
Pages 891-899 Math Practice Test 2 Pages 922-943
4.4 Scary Science
Science Practice Test 2 1033-1061
Writing
5.2 Preview Writing
Pages 1089-1106
Reading
3.4 Work the Passage
Reading Practice Test 2 Pages 977-1000
English
1.5 Rhetorical Skills
English Practice Test 2 Pages 810-836
• Even if you have a limited amount of time to prepare, you will still benefit greatly from the lessons you are able to complete before the actual test. The accelerated study schedule at the top of this poster shows you how. EARLY DECISION DIVING
• A critical component to getting the most out of your CEA is setting up a profile with Princeton Review; to do this, go here: www.princetonreview.com/myprofile
ACT ARCADE Almost every college accepts the ACT in lieu of the SAT. The ACT has an English, Reading, Math, Science, and optional Writing section. One great advantage to the ACT is you can take it several times, allowing you to submit your best score to your choice schools. To register, visit ACT.org.
SAT TIME Many juniors will take the SAT in January, March, May, or June. Plan ahead; you can’t take both the SAT and the Subject Tests on the same day. Consult the above Accelerated Study Schedule for suggested studying.
FRESHMAN
9
If you’re confident that you have found the school for you, consider applying early. A successful bid means your anxiety will dissipate by mid-December. Of course, an Early Decision acceptance means you are committed to that school.
COLLEGE VISIT CAMPGROUND Look beyond the high-tech classrooms and the manicured lawns. Hang out at the student union, read flyers advertising campus events, and talk with current undergrads to get a good sense of whether a school is right for you.
SENIOR
12
COLLEGE OBSERVATORY
SAT & ACT STATION If you’re thinking of applying Early Decision and you’re not happy with your previous scores, you should take the October SAT and/or ACT.
It’s time to consider the traits and attributes you want in a prospective college. Talk to your counselor and inquire about your high school’s resources. Check out the Understanding College Admissions DVD for more tips to get ahead now!
COLLEGE ESSAY ER Have a good time with the essay. Avoid strict formulas. Don’t be afraid to demonstrate your individuality. And, of course, never underestimate the power of proofreading!
EARLY START EXTRACURRICULAR EATERY Don’t clutter your schedule with a multitude of extracurriculars. Colleges would much rather see you be passionately dedicated to a few worthwhile activities than marginally involved with a number of clubs. Check out the Understanding College Admissions DVD for more tips to get ahead now!
APPLICATION STATION
College may seem far away, but it’s never too early to get on the right track. Challenge yourself academically and aim for high grades.
Fill out your applications online and then submit them either electronically (the way many colleges now prefer) or via snail mail. Check out the Understanding College Admissions DVD for further guidance.
www.southwesternadvantage.com SAT & ACT FUEL The amount of time you will need to prepare for the ACT and SAT will depend on your initial scores and the average entrance score requirements of the colleges that you want to attend. Take the PRA, and then use the Accelerated Study Schedule above to begin studying.
SOPHOMORE
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FAFSA FOOD STOP GOOD GRADE CAMPGROUND
Ask your guidance counselor for the Free Application for Federal Student Aid. The FAFSA is also available by calling 1-800-4-FED-AID or visiting FAFSA.ed.gov. Access the Understanding Financial Aid DVD to learn how to complete this form and maximize your funding.
When colleges review your transcripts, they place a heavy emphasis on your sophomore and junior year grades. Put in the extra effort to ensure academic success!
INTERVIEW INLET
STANDARDIZED TEST TRAIL If you’re happy with your previous scores, skip the fall tests altogether. If you think you can do better, consider taking the SAT or ACT again in the fall of your senior year.
Though interviews are sometimes optional, they’re a good opportunity to have additional discussions with your selected school(s). The earlier you can schedule your interviews, the better.
PSAT PLAYGROUND Besides providing practice for the ACT/SAT, the PSAT is the qualifying test for the National Merit Scholarship. Start the ACT/SAT Self-paced Test Prep DVD now. If you are prepared for your ACT/SAT, you are over-prepared for the PSAT.
SAT SUBJECT TESTS SKI SLOPES Many highly selective colleges require you to take one-hour Subject Tests. For optimum results, take these exams immediately after you have completed the related course at school so the material is fresh in your mind.
WAITING LIST WHARF
STATE TESTS SPEEDWAY
KEY Freshman Route Sophomore Route Junior Route
JUNIOR
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Many high schools require you to pass state assessment tests in order to advance to the next grade or graduate. Ask your guidance counselor about these tests.
FINANCE FISHING HOLE With the cost of higher education soaring, many more students are in need of financial aid. Cast a wide net in your search for grants and scholarships. Check out the Understanding Financial Aid DVD for additional tips.
Don’t lose hope if you are put on the waiting list. Let the college know immediately that you’re still psyched to attend. Send updated grades and activities to boost your chances.
LAKE ACCEPTANCE LETTER
GRADUATION
You’ve camped out by the mailbox for weeks and finally have several of those coveted acceptance letters in hand! It’s important to compare aid packages when choosing a school. If you need help, check out the Understanding Financial Aid DVD. Any change in your family’s income due to a parent’s recent job loss or job change could affect your aid package. Be sure to let the colleges know right away.
CONGRATS! YOU HAVE DECIDED WHERE YOU’LL BE GOING TO COLLEGE! Return your signed acceptance letter and student/parent loan applications to your college, along with a deposit if needed. Don’t forget to thank the people who recommended you, and share your great news with them!
Remember that cool college student who came to your house this summer? You too can join our sales and leadership program! Learn more here: www.southwesternadvantage.com
Senior Route
The College Entrance Advantage provides over 50 hours of prep material to help you
control your college destiny!
• 3 Full-length Practice Tests!: Replicate an actual test taking experience with provided test booklet and Scantron answer sheets. • Prep Course & Resource Manual: 1,000+ page manual and self-paced CD include examples, drills, and practice problems! • Admissions & Financial Aid Seminars: You’d never pay sticker price for a car, so why pay full price for school if you don’t have to? • Roadmap to College poster included: Step-by-step guide to prepare for the SAT/ACT using College Entrance Advantage materials
3 Full-length Practice Tests!
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Replicate an actual test taking experience with provided test booklet and Scantron answer sheets. StartUp
ACT
• The StartUp helps you decide which test is better for you! • Essays are graded by a Princeton Review expert. • Comprehensive score report returned to you within 2 weeks, that shows your percentage of correct answers for the test
SAT
College Entrance Advantage 72
Prep Course & Resource Manual 1,000+ page manual and self-paced CD include examples, drills, and practice problems!
Tutorials with detailed explanations help students strategize for different types of test questions.
In-depth explanation based on results from diagnostic and practice tests.
Admissions & Financial Aid Seminars Youâ&#x20AC;&#x2122;d never pay sticker price for a car, so why pay full price for school if you donâ&#x20AC;&#x2122;t have to?
All Disc content also available online.
Analyze the important pieces of your transcript to understand what colleges are looking for.
Everything you need to know about financial aid from cost of attendance to federal aid and more.
Take advantage of all financial aid scholarship opportunities available.
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Prospectus
Family Bible Library 74
Character building according to Christian Principles
The 36 Building Blocks of Character • The story of the Bible from beginning to end told in an interesting way. • 36 building blocks of character to help build Christ-like children, ranging from obedience to faithfulness. • A through-the-year learning program for children to use each day. A few minutes each day makes a big difference! • Trans-denominational teaching suitable for every denomination with Christ at its center.
The 180 Bible stories in Family Bible Library are based on these 36 Building Blocks of Character. Each of these is a character trait of Jesus, one that you will want to build in your child. Together they will help to make your child a godly person in Christ Jesus.
Purpose praying
faith
Faithfulness
Obeying
CREATIVIT Y
Friendliness Ambition
Belonging
Fairness
Serving
giving
Joy
Kindness
c o n t e n t m e n t gentleness
Choosing
following helpfulness Perseverance
Worship Sympathy
Patience
Praising
selfcontrol
providing
Humility
Accepting
Courage L O V I N G Courtesy
trusting Honesty
Forgiveness
thankfulness
SEEKING
• A mid-point reading level which appeals to children, teens and adults. Suitable and interesting for all ages. • Learning aids: Bible stories, people, places, charts, graphs and diagrams with great photos and illustrations. • A perfect curriculum for home school and Sunday School classes. • A built-in parent’s guide to help you help your child grow spiritually.
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7 >ÌÊ7>ÃÊ > ½ÃÊ >À`Ü>ÀiÊ-Ì ÀiÊ i¶ 7HEN YOU WANT TOOLS SUCH AS A HAMMER DRILL OR SAW YOU GO TO A HARDWARE STORE 4HERE YOU lND DOZENS OF CHOICES -ANY OF THE TOOLS THERE ARE ELECTRIC .OAH OF COURSE HAD NO HARDWARE STORE .OAH HAD NO PLACE TO BUY HIS TOOLS "EFORE HE COULD BUILD THE ARK HE HAD TO MAKE THE TOOLS THAT HE NEEDED /F COURSE .OAH HAD NO IRON OR BRONZE OR BRASS OR COPPER (E HAD NO ELECTRICITY SO HE HAD NO POWER TOOLS -OST OF .OAH S TOOLS WERE MADE OF WOOD LEATHER STRIPS AND CORD (ERE ARE TWO PICTURES OF A "IBLE TIME DRILL 4HE ONE BELOW SHOWS THE WAY THE DRILL LOOKED ¥
Volume 1: p 30
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.OAH LISTENED CAREFULLY (E WOULD OBEY 'OD (E WOULD DO EXACTLY WHAT 'OD SAID (E ALWAYS TRIED TO DO THAT h9OU MUST MAKE A BIG BOAT v 'OD SAID h)T WILL BE CALLED AN ARK 9OU AND YOUR FAMILY WILL LIVE IN THE BIG BOAT WHEN THE mOOD COVERS THE EARTH 4HEN YOU WILL NOT DIE WITH THE BAD PEOPLE 9OU AND YOUR FAMILY AND THE ANIMALS ON THE BOAT WILL BE SAFE v 'OD TOLD .OAH EXACTLY HOW TO MAKE THE ARK (E TOLD .OAH WHAT KIND OF WOOD TO USE AND HOW BIG IT SHOULD BE h-AKE THE ARK FROM GOPHER WOOD v 'OD SAID h-AKE IT FOUR HUNDRED AND lFTY FEET LONG AND FORTY lVE FEET HIGH AND SEVENTY lVE FEET WIDE 0UT A ROOF OVER THE ARK AND A BIG DOOR IN THE SIDE OF IT -AKE THREE DECKS FOR ALL THE ANIMALS ON BOARD v .OAH LISTENED CAREFULLY (E MUST REMEMBER EVERYTHING 'OD SAID (E MUST OBEY 'OD EXACTLY (E MUST MAKE THE ARK EXACTLY THE WAY 'OD WANTED .OAH LOOKED AROUND AT THE DRY LAND WHERE HE LIVED 4HERE WAS HARDLY ENOUGH RAIN TO KEEP PLANTS ALIVE (OW COULD THERE EVER BE ENOUGH WATER TO mOAT SUCH A BIG BOAT "UT 'OD HAD SAID THERE WOULD BE A GREAT mOOD AND .OAH BELIEVED 'OD h'OD IS NEVER WRONG v .OAH THOUGHT h4HAT S WHY ) ALWAYS TRUST (IM AND OBEY (IM (E WILL ALWAYS DO WHAT (E SAYS v
3O .OAH STARTED TO WORK ON THE BIG BOAT %VERY DAY HIS WORKERS CUT AND SAWED AND CHOPPED AND HAMMERED %VERY DAY .OAH TOLD THEM EXACTLY WHAT TO DO .OAH HAD PROBABLY MADE SMALL BOATS BEFORE TO SAIL ON THE BIG RIVER IN HIS COUNTRY "UT HE HAD NEVER MADE A BOAT LIKE THIS ONE BEFORE )T WAS AS BIG AS SEVENTY lVE HOUSES TODAY .OBODY HAD EVER SEEN SUCH A BOAT BEFORE %VERY DAY .OAH S NEIGHBORS CAME TO WATCH ALL THIS STRANGE BUILDING .EVER HAD THEY SEEN SO MUCH SAWING AND HAMMERING BEFORE h7HAT ARE YOU MAKING v THE NEIGHBORS ASKED h! BIG BOAT v SAID .OAH h7HERE WILL YOU SAIL THIS BIG BOAT v THEY ASKED h(ERE v SAID .OAH h)N THE DESERT v THE PEOPLE ASKED h.O v SAID .OAH h)N THE BIG mOOD THAT IS COMING 'OD TOLD ME ALL ABOUT IT v .OAH PROBABLY TOLD HIS NEIGHBORS WHAT 'OD WANTED (E PROBABLY TOLD THEM THAT THEY SHOULD OBEY 'OD AND (E MIGHT LET THEM ON THE BIG BOAT
4HE ONE ABOVE SHOWS A MAN USING THE DRILL )T WAS CALLED A BOW DRILL 4HE DRILL HANDLE HAD A LEATHER STRIP WRAPPED AROUND THE LONG hBIT v 4O USE IT THE CARPENTER HELD THE HANDLE AND PULLED THE BOW BACK AND FORTH WHIRLING THE DRILL BIT AT A HIGH SPEED DRILLING THE HOLE )T TOOK A LONG TIME TO DRILL A SMALL HOLE MANY TIMES LONGER THAN AN ELECTRIC DRILL WOULD TAKE TODAY (AMMERS IN ANCIENT TIMES WERE LARGE BELL SHAPED PIECES OF VERY HARD WOOD /F COURSE THEY WOULDN T LAST LONG !REN T YOU GLAD FOR YOUR HARDWARE STORE AND THE HUNDREDS OF TOOLS YOU CAN BUY THERE
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Volume 1: p 31
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outhwestern taught me the skill of creating and manifesting a vision for my own life by setting high goals, using positive self-talk, and holding myself accountable. DUSTIN HILLIS CEO OF SOUTHWESTERN FAMILY OF COMPANIES